共查询到20条相似文献,搜索用时 526 毫秒
1.
Summary The WKAR-TV Program Analyzer,an electric rating summaration device,was used to test a inescope of a composite television program
for farm men and homemakers entitledTown and Country. Additional phases of the experiment involved interviews with each group tested on the Analyzer and completion of a questionaire
by each subject. The subjects consisted of 20 farm men, 20 rural homemakers and 20 urban homemakers. The WKAR-TV Program Analyzer
tests included 10 subjects in each group.
Testing the hypothesis that “like-dislike” ratings of a TV kinescope shown as a film correlate negatively with “I am learning”
ratings, the author showed that the “liking” scale measured different attributes of the program than did the “learning” scale.
Irving R. Merrill is Director of Research at TV Station WKAR-TV, Michigan State University. 相似文献
2.
Peter Sloat Hoff 《Innovative Higher Education》2009,34(4):203-217
In a crisis-plagued world looking to higher education for knowledge, wisdom, and solutions, higher education itself is stumbling.
Its transformational thinking has frozen up like an overstressed computer program; and we need, in effect, to “push the reset
button.” In 1953, the renowned and controversial president of the University of Chicago, Robert M. Hutchins, authored a refreshing
and provocative work, The University of Utopia, containing ideas that still challenge today’s paradigms. He argued for institutional independence over “accountability,”
“outcomes,” and “stakeholders.” He indicted educational evils he called “industrialization,” “specialization,” “philosophical
diversity,” and “social and political conformity” and suggested ways to defeat them. Although his 56-year-old thoughts on
reconceptualizing the multiversity are not a panacea, they could help higher education make a fresh start. This essay reintroduces
the modern reader to Hutchins’s iconoclastic and stimulating ideas in the hope of restarting the stalled agenda for educational
reform. 相似文献
3.
Don Randall 《Children‘s Literature in Education》2010,41(1):28-39
Robert Louis Stevenson’s poem “Foreign Children,” Rudyard Kipling’s poem “We and They,” and Frances Temple’s youth novel The Beduins’ Gazelle are the texts submitted to detailed analysis in this article, which examines cross-cultural perspectives in relation to imperial
and post-imperial social contexts. Stevenson is shown to portray the basic structure of an imperial cross-cultural perspective,
which Kipling problematizes and calls into question. Analysis of Temple reveals her awareness of the problems and limitations
that inhere in an imperial perspective and shows that her work presents innovative, contemporary approaches to the representation
of cross-cultural perspectives. 相似文献
4.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
5.
Xuhua Sun 《Educational Studies in Mathematics》2011,76(1):65-85
This article deals with the roles of variation problems (“one problem multiple solution” and “one problem multiple changes”)
as used in Chinese textbooks. It is argued that variation problems as an “indigenous” Chinese practice aim to discern and
to compare the invariant feature of the relationship among concepts and solutions. This practice also aims to provide opportunities
for making connections, since comparison is considered the pre-condition to perceive the structures, dependencies, and relationships
that may lead to mathematical abstraction. In the first part of the article, the “indigenous” practice is discussed against
its philosophical Daoism and Confucianism backgrounds. To grasp its distinctiveness, a comparison between Chinese and American
textbooks is carried out. In the second part of the article, the focus is on the manner in which fraction division is articulated
in an important Chinese textbook. A framework to understand variation practice is introduced and some educational implications
are suggested. 相似文献
6.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
7.
This follow-up study to van Kraayenoord and Schneider (1999) examined the performance in reading, metacognition and motivation
related to reading of students in Grades 7 and 8. Results showed significant correlations between all of the variables. A
multivariate analysis of variance showed that “good” and “poor” readers differed in reading self-concept and metacognitive
measures related to reading and memory. A stepwise regression analysis suggested that the metacognitive variables were the
best predictors of reading. Furthermore, a comparison of the results of the previous study with those of the current investigation
revealed that the findings were stable over time. Since the period between the two studies is the time during which students
make important decisions related to enrolment in one of three distinct school-types in Germany, we examined the results of
various groups of students: those in “Gymnasium” (high educational track), “Realschule” (middle educational track), and “Hauptschule”
(low educational track). Students in the Gymnasium scored significantly better than students in the other two groups on almost
all variables related to reading. A re-analysis of the data from our first investigation found that the results of the Gymnasium
students in the second study could be predicted from their results obtained during elementary school. 相似文献
8.
Conclusion Developing an easy-to-use, complete, practical, reliable, and cost-effective solution for delivering training and education
on the Internet has required considerable research and development. We have found that off-the-shelf technologies offer only
partial solutions, at best. Even when the software problems were solved, however, we found that our work was just beginning.
An effective solution requires software technology, but expertise in instructional design has been equally important. The
learning environments our clients create on the Internet have the potential for both “high tech” and “high touch.” These clients
are finding ways to reach beyond the physical limitations of the classroom, but—perhaps more significantly—they are using
the system to reach beyond the limiting assumptions of the classroom as well. As they—and we—do so, we will begin to understand
the ways in which the Net really is a new medium. 相似文献
9.
“New Basic Education” and me 总被引:1,自引:0,他引:1
Lan Ye 《Frontiers of Education in China》2009,4(4):558-609
Initiated in September 1994, “New Basic Education” first underwent a five-year Exploratory Research phase from September 1994
to May 1999, which was followed by a second five-year Developmental Research phase from September 1999 to May 2004. Thus during
the past ten years, “New Basic Education” has undergone a complete research process, including the presentation of the problem,
the formation of results, and finally the dissemination, application, perfection, and development of its research. This study
has preliminarily explored the transformation of schools, educational theories and educational research methods in China.
The author hopes to respond actively to educational changes caused by our transforming society through her professional research.
She presents in this paper the retrospective notes of her subjective state, such as her thought process, planning, actions
and experiences while conducting and developing “New Basic Education” research.
“New Basic Education” research originated from ten years of theoretical preparation (amassing basic educational theory, the
methodology for educational research, and meta-research of educational disciplines), as well as from the author’s personal
experiences conducting field research during the past three years and her profound reflections on the nature of the social
transformations taking place in late 20th century China. During the Exploratory Research phase, “New Basic Education” research—which consists of reconstructive research
on educational theory and practice—regards the rebuilding of educational aims as its theoretical starting point. Additionally,
“New Basic Education” research regards schools, which provide nine-year compulsory education as the entire unit of practical
research. The research also focused on classroom education, teaching reform, and school management for the experimentation
and reform of the schools. As for the core issue of methodology, the crux of the issue lies in how to deal with the relations
between theoretical research and practical research and the relationship between theoretical researchers and practical researchers. 相似文献
10.
Guilaine Menotti Graciela Ricco 《European Journal of Psychology of Education - EJPE》2007,22(4):477-495
Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined
object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils
in first grade (“cours préparatoire” the first level of primary school in France), and more particularly, the relationship
between the construction of pupils’ relation to the concept of “tens” and the didactic practice of their teachers during the
lessons.
Our study shows that both teachers establish “strong” didactic contracts, leaving it up to the pupils to develop on their
own the capacity of making mathematical decisions and destabilizing the procedure of counting one by one. There is a difference
between classes in the articulation of knowledge and know-how. In the ZEP class learning is centered on know-how; in the other
class knowledge and know-how are simply juxtaposed, their relationship is never made explicit. The result is that only 4 children
out of 42 (the two classes taken together) can work with both. All four belong to the categories of “good” or “very good”
students. 相似文献
11.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引:1,自引:0,他引:1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
12.
Inés Aguerrondo 《Prospects》2008,38(1):47-63
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation
of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have
begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level
over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process
had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate
themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information
and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including”
must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number
of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which
means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which
entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical
aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational
production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which
requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of
society as offering potential “learning environments”.
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
Inés AguerrondoEmail: |
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
13.
Craig Locatis James Charuhas Richard Banvard 《Educational technology research and development : ETR & D》1990,38(2):41-49
Methods for incorporating video in hypermedia programs are discussed in this article. Hypermedia is defined, and linear and
interactive video are contrasted. It is argued that hypermedia presents unique problems in knowledge representation affecting
video production, and that techniques are required differing from those for linear video and other forms of interactive video.
Suggestions are made for giving interactive video the “look and feel” of hypermedia that primarily involve condensing information
and accelerating presentation pace. They are based on the authors' experiences evaluating interactive media and creating “compressed”
video programs. Existing media and visual ability research is re-interpreted to support these interactive, “hypervideo” methods. 相似文献
14.
Laurence Siegel Lila Corkland Siegel 《Educational technology research and development : ETR & D》1964,12(1):16-45
Summary The argument is advanced in this paper that the pattern of educational investigation wherein comparisons are made between
so-called “ experimental” and “ conventional” instructional procedures tends to be defective on three counts: the criteria
are often inappropriate or contaminated; the assumptions of homogeneity within and independence between “ experimental” and
“ control” conditions are met only when these conditions are very grossly conceived; and the results reflect masking and cancellation
effects, thereby revealing relatively little about what transpires in an instructional setting.
The Instructional Gestalt is proposed as a methodological framework for educational research focusing upon the interactive
nature of learner, instructor, and environmental and course variables constituting the instructional setting. Data generated
by explorations within this framework can lead to the formulation of hypotheses which, if subsequently supported empirically,
can become principles for inclusion in a theory of classroom learning.
The nature of investigations proceeding from the Instructional Gestalt framework was clarified by presentation and discussion
of an illustrative study. Since this illustration was only a representation in miniature of the larger investigation, the
generalizations about teaching-learning suggested by it are of limited scope and subject to change. Nevertheless, these generalizations
do indicate the kinds of hypotheses resulting from studies within the Instructional Gestalt framework.
This paper summarizes the rationale underlying research on the Instructional Gestalt proceeding under a grant from the Office
of Education, U.S. Department of Health, Education, and Welfare. Portions of this rationale have been presented at the annual
meetings of the American Psychological Association in 1961 and 1962. 相似文献
15.
Productive failure in mathematical problem solving 总被引:1,自引:0,他引:1
Manu Kapur 《Instructional Science》2010,38(6):523-550
This paper reports on a quasi-experimental study comparing a “productive failure” instructional design (Kapur in Cognition
and Instruction 26(3):379–424, 2008) with a traditional “lecture and practice” instructional design for a 2-week curricular unit on rate and speed. Seventy-five,
7th-grade mathematics students from a mainstream secondary school in Singapore participated in the study. Students experienced
either a traditional lecture and practice teaching cycle or a productive failure cycle, where they solved complex problems
in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during
the last lesson for the unit. Findings suggest that students from the productive failure condition produced a diversity of
linked problem representations and methods for solving the problems but were ultimately unsuccessful in their efforts, be
it in groups or individually. Expectedly, they reported low confidence in their solutions. Despite seemingly failing in their
collective and individual problem-solving efforts, students from the productive failure condition significantly outperformed
their counterparts from the lecture and practice condition on both well-structured and higher-order application problems on
the post-tests. After the post-test, they also demonstrated significantly better performance in using structured-response
scaffolds to solve problems on relative speed—a higher-level concept not even covered during instruction. Findings and implications
of productive failure for instructional design and future research are discussed. 相似文献
16.
In recent years, there has emerged a new trend of “green marketing” focussing upon environmental protection. This new trend
has been exerting strong impact on the traditional way of international marketing and will be in the mainstream of international
marketing for the next century. To intensify the research on the new trend is of great significance for improving the capacity
of marketing and participating in the competition in the world marketplaces. This paper first focuses analysis on the bases
on which the new trend generated, then discusses the main content and significance of this new trend in the market economic
condition and finally offers some suggestions on how China can meet the challenges of the new trend and grasp opportunities
to develop “green marketing”.
Project(99034) supported by the Ministry of Science and Technology of P.R. China. 相似文献
17.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
__________
Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
18.
“Post-modernists look to the past and future equally and position themselves in the present, seeing time as a broken continuum
in need of acknowledgement” (Jencks, 1992b, p.6).
Traditional views in instructional technology are often based on the application of scientific knowledge. Post-modernism,
an alternative paradigm, questions whether science alone offers the best approach to teaching and learning. Post-modernism
holds promise for guiding research and development in instructional technology.; however, its potential contributions to the
field require clarification. Accordingly, cogent definitions of post-modernism have been constructed—from an instructional
technologist's point of view—and implications for the field have been presented to address the concerns of critics. This paper
received the 1999 ETR&D Young Scholar Award and the author notes that the termpost-modern shall be hyphenated to symbolize “the continuation of Modernism and its transcendence” (Jencks, 1995, p. 30).
David Solomon is completing his dissertation in the Instructional Technology program at Wayne State University. In addition
to teaching college students at the secondary and postsecondary levels, he has more than 13 years experience designing, developing,
and implementing instruction and performance improvement solutions for multinational and privately held businesses, and can
be reached. 相似文献
19.
Michael H. G. Hoffmann 《Educational Studies in Mathematics》2006,61(1-2):279-291
This comment attempts to identify different “semiotic perspectives” proposed by the authors of this special issue according
to the problems they discuss. These problems can be distinguished as problems concerning the representation of mathematical
knowledge, the definition and objectivity of meaning, epistemological questions of learning and activity in mathematics, and
the social dimension of sign processes. The contributions are discussed so as to make visible further research perspectives
with regard to “semiotics in mathematics education”. 相似文献
20.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献