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1.
Michael Pressley Joel R. Levin 《Educational technology research and development : ETR & D》1985,33(4):277-284
The mnemonic keyword study of Johnson, Adams, and Bruning (1985) is critiqued for its errors of both omission and commission.
Of particular concern is the issue of literature currency vis-a-vis the authors’ stated rationale for conducting the study,
as well as a number of methodological issues associated with the study’s implementation. The reader is advised to exercise
caution in reconciling the study’s results with conflicting mnemonic findings that have been well-established over the past
decade.
Preparation of this article was supported in part by a grant to the first author from the Natural Sciences and Engineering
Research Council of Canada, and to the second author from the National Institute of Education through the Wisconsin Center
for Education Research. Requests for reprints should be addressed to Michael Pressley, Department of Psychology, University
of Western Ontario, London, Ontario, Canada N6A 5C2. 相似文献
2.
Michael Pressley Joel R. Levin Susan Pigott Mary LeComte D. J. Hope 《Educational technology research and development : ETR & D》1983,31(3):131-143
In a series of three major experiments and two smaller studies, the effects of mismatched pictures on children’s prose learning
were studied. In general, although matched pictures increased learning of both prose that was heard and prose that was read,
the presence of pictures mismatched to the prose they accompanied had little negative impact on cued recall.
This research was supported by a grant to Michael Pressley from the Natural Sciences and Engineering Research Council of Canada.
Joel R. Levin’s participation was supported by a grant to the Wisconsin Center for Education Research from the National Institute
of Education. California State University, Fullerton, provided support for the pilot study. The cooperation of the London,
Ontario, and the Middlesex County, Ontario, public school boards and the Sault St. Marie separate school board is gratefully
acknowledged; special appreciation is extended to Dr. Richard Stennett and Mr. A. Hull. The parochial schools of Fullerton,
Calif., assisted during the pilot phases of these studies. The authors are grateful to Professor Dale Willows for making available
her materials for Experiments 3 and 3A. Reprints may be requested from the first author at the Department of Psychology, University
of Western Ontario, London, Ontario N6A 5C2 Canada. 相似文献
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This article examines the implications of a cognitive model of learning for the design of educational broadcast television.
Specifically examined are research studies with instructional implications for such functions as pacing, cueing, modeling,
and transformation of the television presentation.
Robert B. Kozma is Associate Professor at School of Education, Associate Research Scientist at the Center for Research on
Learning and Teaching, and Project Director, National Center for Research to Improve Post Secondary Teaching and Learning,
The University of Michigan, Ann Arbor, MI, 48109.
An earlier version of this paper was presented at the American Educational Research Association Annual Conference, New Orleans,
LA, 1984. Appreciation is expressed to Barbara Beath, Edward Saunders, anonymous reviewers, and students in the author’s seminar
on educational television for their helpful comments. 相似文献
5.
Laura Goodwin Elizabeth Kozleski Rodney Muth Lynn K. Rhodes Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty
in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources,
and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level
of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article
concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at
this point in the Center's development, and possibilities for the evolution of the Center.
All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim
Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski,
Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D.,
Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor
of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy
White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for
collecting most of the data included in this study. 相似文献
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Provision of CAI of any sophistication requires-at least with present technology-the existence of a large central computing system. Thus, if rural regions or dispersed populations (e.g. deaf students) are to be able to share in the potential of CAI, an extensive communication system is required. This paper provides cost estimates for a CAI system capable of handling 1300 highly despersed student terminals; in order to do this it develops cost models for alternative te restrial and satellite communication systems. Perhaps the most interesting result to emerge from the analysis is the viability of a satellite based system; for average terminal to computer distances on the order of 500 miles there is a distinct advantage for satellite based systems. Assuming 2,000 hours per year usuage of the student erminals, the system cost for a satellite based system serving a highly dispersed population is $ 0.85 per student contact hour.This work was supported by Grant No. OEG-0-70-4797 from the Bureau of Education for the Handicapped, U.S. Office of Education, to the Institute for Mathematical Studies in the Social Sciences (IMSSS), Stanford University. Portions of the paper were previously presented at the XXII International Congress of the International Astronautical Federation, Brussels, September 1971, and at the International School on Computers in Education, Pugnochiuso, Italy, July 1972.John Ball is the manager of the Computer Based Laboratory of IMSSS; Dean Jamison is a staff member of IMSSS, Assistant Professor of Management Science, Graduate School of Business, and Assistant Professor (by courtesy), School of Education, Stanford University. The authors are indebted to J. E. G. Ferraz and Joanne Leslie Jamison for valuable assistance with this paper. 相似文献
8.
Kees P. van den Bos 《Annals of dyslexia》1984,34(1):179-193
Hypothesized cognitive strengths and weaknesses of three dyslexic subgroups (Boder and Jarrico 1982) were examined in two
reading related experiments. The first experiment tested the prediction that auditorily presented letter sets should be processed
better by dyseidetic than by dysphonetic readers. The prediction was not confirmed. The results did not show any modality
of presentation-specific recall differences between the three dyslexic subgroups. Overall, dyslexic children’s scores were
significantly lower than those of age-matched control groups. The second experiment tested predictions of differential performance
of dyseidetic and dysphonetic readers in a task in which the name identity of letters in pairs had to be indicated. Predicted
patterns were not confirmed. Compared to the control groups all three dyslexic subgroups (whose means did not differ significantly)
made significantly more errors in the condition in which it was essential to activate phonetic representations of the letters.
The experimental results of this study suggest a greater similarity in the nature of letter processing problems in dyslexic
children than is assumed in Boder and Jarrico’s (1982) subtyping test.
This research was supported by grant 634301 from the Department of Special Education, State University of Groningen, and a
travel grant from the Netherlands Organization for the Advancement of Pure Research (Z.W.O.).
Based on a presentation at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
9.
在学术国际化和中国哲学社会科学"走出去"的背景下,越来越多的高校对教师发表SSCI和A&HCI论文进行激励。激励制度主要体现在物质奖励和学术评价两个层面。从对国内某研究型大学文科教师深度访谈的情况来看,高校教师对人文社会科学国际发表及其激励制度持不同意见,虽一般不反对对国际发表进行物质奖励,但他们对国际发表在学术评价中的地位的认识存在较大分歧。高校在实施人文社会科学国际发表激励制度的过程中应理解和尊重差异性的存在,关注国际化与本土化的平衡。 相似文献
10.
This is the seventh ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information
Center) Clearing-house on Information Resources, Syracuse University. The material in this article was prepared pursuant to
a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under
government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view
or opinions do not necessarily represent the official view or opinion of the NIE. - Ed.
The author’s own research discussed in this article was supported in part by research grants from the National Institute of
Mental Health and from the National Science Foundation. 相似文献
11.
Mitchell E. Batoff 《The Teacher Educator》2013,48(1):38-40
Lively Elementary Science Programs: A Handbook of Suggestions for Introducing and Maintaining Innovative Science Activities. Submitted to the Massachusetts Advisory Council on Education by Dean K. Whitla, Project Director, and Dan C. Pinck, Associate Project Director. Office of Instructional Research and Evaluation in the Faculty of Arts and Sciences, and the Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts 02138. January 1974. $3.25 相似文献
12.
This study compared the job values of counselors and teachers. Sixty-five counselor trainees and 77 teachers under training in the Graduate School of Education of Long Island University responded to a Job Values Questionnaire. The subjects were instructed to rank 11 job values in order of preference. Median rankings for the two samples were secured and analyzed. Results indicated that the ordering of job values for the 2 samples was highly associated. Implications of the findings are discussed and recommendations made for further studies. 相似文献
13.
Harold L. Munson, Ed.D., is Professor of Education Emeritus, Graduate School of Education and Human Development, University of Rochester, Rochester, NY. Bonnie J. Rubenstein, Ed.D., is Director of Guidance, Rochester City School District, Rochester, NY. Address correspondence to Harold L. Munson, 745 Thayer Road, Fairport, NY 14450. 相似文献
14.
北高师教育研究科成立前后,中国教育界正在进行“高师改大”与“废止高师”的争辩,其中如何安置“教育科”,是争论的核心问题之一.主张废止高师者,主张模仿哥伦比亚大学师范学院的办学模式,设置“教育科”于大学.在高师地位受到威胁的情况下,北高师设置了教育研究科.其动议是陈宝泉乃至整个北高师对教育研究及教育学术专门人才培养的一贯重视,其现实出发点是争“教育精神唯一的机关”,为高师升格为大学作准备,而其形式和具体内容则是来自哥伦比亚大学师范学院.教育研究科设置之后,卷入“校长风潮”,遭遇诸多复杂的现实问题. 相似文献
15.
走向明天的教育学院——对北大教育学院的一些观察 总被引：1，自引：0，他引：1
程介明 《北京大学教育评论》2010,8(4):75-84,189
本文根据作者应邀在北大教育学院作的访问,对于学院的性质、优势和发展方向,作了一些观察。这些观察,围绕着如何建设明天的教育学院,以北大教育学院为例,作了一些探索。在这个探索过程中,一方面根据社会的变化,注意描绘理想与未来;另一方面又尽量兼顾国际发展的大势、中国的国情与北大的现实。作者观察到,北大教育学院以研究为主、以政策为主、以宏观为主,但也兼顾其他。作者提出,对于高素质的、政策性的教育研究机构,人们一般会有四种期望:高度严谨的研究水平、影响政策的理性根据、领导时代的学术见地、洞悉未来的科学预见,未来的教育研究势必在宏观方面超越教育,在微观方面需要研究人类的学习。 相似文献
16.
哈佛大学“教育领导博士”学位的创设及启示 总被引：2，自引：0，他引：2
2010年秋季,哈佛大学教育研究生院首创"教育领导博士"学位,其目的是为美国基础教育改革培养创新型的教育领导者。"教育领导博士"学位在培养目标、过程设计、课程组合和评价考核等方面都有创新之举,这对我国如何实施教育博士培养有所启示。 相似文献
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18.
《欧洲教育》2013,45(1):67-76
The following references include several titles in Dutch, French, German, Hungarian, Italian, Russian, and Spanish. Gratitude is due Professor James M. Larkin, Graduate School of Education, University of Pennsylvania, and Dr. Raymond E. Wanner, Specialist in West European Education, U.S. Office of Education, for supplying a few items. 相似文献
19.
This review offers a critical analysis of John Ogbu’s Black American Students in an Affluent Suburb: A study of academic disengagement. In his study, Ogbu explains the Black-White achievement gap as one born from the cultural attitudes held by Black middle-class
students toward academics. Despite Ogbu's intent to further the scholarly discussion on this issue, the study falls short
and is itself replete with limitations. Ogbu’s utilization of a deficit-oriented modality and an unsound methodology, coupled
with his failure to critically analyze the interplay of identity formation, culture, and history, together severely restrict
the study’s scope and utility.
* This paper is a revised version of article (Doi:) which appeared online July 7, 2006.
Ogbu, J. Black American Students in an Affluent Suburb: A study of academic disengagement (Lawrence Erlbaum Associates: New Jersey, 2003).
Eddie Comeaux is a Lecturer/Postdoctoral Study in Graduate School of Education and Information Studies at University of California,
Los Angeles, USA. Eddie Comeaux examines comparative race/ethnic, marginality, gender, and class relations with an emphasis
on access and learning opportunities for underrepresented minorities and student athletes in education. Uma M. Jayakumar is
a Doctoral Candidate in Graduate School of Education and Information Studies at University of California, Los Angeles, USA.
Her research interests include: issues of access and retention for graduate students and faculty of color, educational outcomes
of racial diversity, organizational culture and campus racial climate, transformative resistance, service-learning, and higher
education for the public good. 相似文献
20.
This study informs public policies regarding the use of subsidized loans as financial aid for community college students.
Using logistic regression, it analyzes the National Center for Education Statistics’ Beginning Postsecondary Students (BPS
90/94) data to predict persistence to the second year of college and associate’s degree attainment over five years. During
the period under study, loans did not contribute to higher persistence and attainment rates. Loans are observed to have a
negative effect on persistence and no effect on degree attainment. Estimates of the interaction effects of borrowing and income
status are insignificant but demonstrate the need for further testing. The findings are attributed to a combination of the
high uncertainty of degree completion among community college students and the negative affective component of indebtedness.
Earlier versions of this paper were presented at the American Education Finance Association Annual Meeting (Austin, Texas,
March, 2000) and at the AIR Forum (Cincinnati, Ohio, May 2000). It has also appeared as a working paper of the Institute for
Higher Education Law and Governance at the University of Houston, Texas (IHELG Monograph 01–07).This paper is based upon work
supported by the Association for Institutional Research, the National Center for Education Statistics and the National Science
Foundation under Association for Institutional Research Grant No. 99-128-0. 相似文献