Stephen P. Safran  Joan S. Safran  Michael D. Orlansky 《Contemporary educational psychology》1982,7(4):384-394

Students in a university special education course were shown three identical videotapes of children in a school setting. The subjects were randomly divided into three groups, each receiving different written background information (“positive,” “neutral,” or “negative”) prior to viewing the videotapes. It was found that the variations in written information had significant effects upon the subjects' perceptions of the children's behavior, and upon the degree to which the children were regarded as able to function successfully in a regular classroom. These findings suggest that attitudes toward exceptional children are influenced by the way in which prior information, such as that contained in a child's educational records, is presented. Teacher and peer acceptance of exceptional children can be increased if information is presented in a realistic and positive manner.  相似文献   

    

Stephen Yelon 《Performance Improvement Quarterly》1992,5(2):13-23

Transfer is the application in the workplace of the knowledge, skills and attitudes learned in training. With transfer, trainers hope to link training to increased job performance. However, training alone will not produce transfer. To affect job performance as a result of training, trainers must intentionally promote transfer using a variety of strategies based on known principles of human performance technology. The MASS model, presented in this paper, brings together four of these principles. According to the MASS model, trainers who promote transfer (and who thereby become performance technologists) 1) Motivate trainees to learn and use the training material; 2) increase trainees' Awareness of when to use new skills and ideas; 3) enable trainees to master and to apply Skills; and 4) give trainees psychological and physical Support on the job. When performance technologists follow the MASS model, they can expect to produce trainees who apply at work what they have been taught in training. Use of the model is illustrated with two examples.  相似文献   

  总被引：1，自引：0，他引：1  

Stephen J. Bostock 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(3):225-240

Constructivist educational principles suggest that educational environments should provide learners with personal control, authentic learning contexts, and diverse personal interactions including collaboration. How can such constructivist values be applied to mass Higher Education? Traditional methods cannot achieve it with large student numbers but computer-based media are scaleable and may support constructivist learning. A new course for non-science undergraduates provided an opportunity for a constructivist design using the World Wide Web, email, and video. The design of the course, its implementation and evaluation are described. Authentic assessment was critical. Web forms and e-mail supported some necessary personal interactions, but collaborative work was problematical.  相似文献   

    

Sharon E. Stein  Stephen P. Safran 《International Journal of Disability, Development & Education》1992,39(2):147-152

This literature review examines the relationship between allergies and learning disabilities. Do allergies cause learning disabilities and related behavioural difficulties? The existing research is summarized and evaluated. The authors conclude that the role that allergies play in LD is complex and interrelated with other factors.  相似文献   

    

R. Stephen Richarde 《Assessment Update》1992,4(6):1-6

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Stephen G. Sireci  David Thissen  Howard Wainer 《Journal of Educational Measurement》1991,28(3):237-247

If a test is constructed of testlets, one must take into account the within-testlet structure in the calculation of test statistics. Failing to do so may yield serious biases in the estimation of such statistics as reliability. We demonstrate how to calculate the reliability of a testlet-based test. We show that traditional reliabilities calculated on two reading comprehension tests constructed of four testlets are substantial overestimates.  相似文献   

  总被引：1，自引：0，他引：1  

Stephen J. Ball 《The Urban Review》1990,22(2):85-99

This paper considers the intellectual and political antecedents of current attempts by the British government to create a market in state education. The implications of market forces for school organization, educational values, teachers' careers and conditions of work, and equality and social justice in the inner city are also explored. It is argued that policies of competition between per capita funded schools are likely to increase the existing inequalities in school provision in England to the disadvantage of children in urban areas.  相似文献   

    

Stephen L. Yelon  Tasha Zurick 《Performance Improvement》1998,37(7):54-55

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Stephen Yelon  Lorinda M. Sheppard 《Performance Improvement》1998,37(1):15-20

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Stephen Yelon  Anne Wineman 《Performance Improvement》1987,26(6):1-4

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