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1.
Conclusions We must recognize that the achievement of educational excellence is a function of student commitment to personal excellence. When we have commitment, we have individual action directed to effective decision making, planning, and preparation. This demands vocational guidance and assessment.Educational excellence, then, is shaped by and reciprocal to the confidence of students in their ability to pursue programs that challenge their abilities, provide access to opportunity, and rest upon self-knowledge and informed choice. Without student commitment, we can have reforms and change that bring us no closer than before to educational excellence. To achieve excellence, we must remember the key ingredient—the students, and their commitment to their own future.Harry N. Drier is the Associate Director for Organizational Development and Janet K. Ciccone is a Program Associate at the National Center for Research in Vocational Education at The Ohio State University, Columbus, Ohio. 相似文献
2.
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
3.
《British Journal of Special Education》1996,23(1):3-8
Jim Ysseldyke, Professor of Educational Psychology and Director of the National Center on Educational Outcomes at the University of Minnesota, who gave a keynote address at 'isec 95', argues that in order to improve teaching and learning we need to know where we are going, how to get there, and the extent to which we are achieving educational goals. He contends that in most countries we have clearly articulated educational goals and provides evidence that we know how to achieve these goals, but asserts that we have no information on the extent to which students with disabilities are achieving such goals. 相似文献
4.
This is the ninth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information
Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. 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 NIE. The author is grateful to David
Clark, Larry Havlicek, Robert Heinich, John McLaughlin, Cecil Miskel, and Robert Wolf for their careful critique of an earlier
version of 1his paper, and to his wife, Yvonna Lincoln, from whose joint work with the author in other contexts many of the
ideas expressed in this paper emanated. 相似文献
5.
6.
This is the eleventh ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources
Information Center) Clearinghouse on Information Resources, Syracuse University, Syracuse, New York. 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 NIE.
The preparation of this paper was also supported by the U.S. Army Research Institute for the Behavioral and Social Sciences
under grant MDA903-82-C-0055 to Concordia University, Centre for System Research and Applied Epistemology.
An erratum to this article is available at . 相似文献
7.
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
8.
This is the 14th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information
Center) Clearinghouse 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
govemment sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view
or opinions do not necessarily represent the official view or opinion of the NIE.—Ed. 相似文献
9.
This is the thirteenth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources
Information Center) Clearinghouse 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. 相似文献
10.
《欧洲教育》2013,45(3):63-90
Mr. Legrand is Director of Research, Institut National de la Recherche et de la Documentation Pédagogiques, Paris, and is a former chairman of the Committee for Educational Research of the Council for Cultural Co-operation. His article and the 16 country reports appear in Educational Research Policy in European Countries: 1973 Survey. Strasbourg: Documentation Center for Education in Europe, Council of Europe, 1973. 相似文献
11.
Thomas D. Cook Thomas R. Curtin 《Educational technology research and development : ETR & D》1985,33(2):91-112
This is the twelfth ERIC /ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources
Information Center) Clearinghouse 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. 相似文献
12.
The proper study of instructional technology 总被引：1，自引：0，他引：1
This is the 10th ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information
Center) Clearinghouse 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. 相似文献
13.
This article reports on a recent study on the use of instructional development to enhance the quality of university continuing education programs for professionals. As an instructional mode of continuing professional education, instructional development principles and procedures are potentially appropriate means for achieving and maintaining the quality and effectiveness of such programs. Although the application of instructional development in higher education has been studied by several researchers, there has been little research to address its application with regard specifically to the area of continuing professional education in higher education. Based on a national survey of continuing educators, the extent of use and the major factors associated with the use or lack of use of instructional development are presented and discussed. Three models of the use of instructional development developed through selected cases are provided.Philip L. Doughty is Associate Professor of Instructional Design, Development, and Evaluation and Director of the Division of Educational Development, Counseling, and Administrative Studies at Syracuse University.The authors would like to express their appreciation to Dr. Margaret Holt, former chair of the NUCEA Survey Research Committee; Dean Frank Funk, Dr. David Krathwohl, and Dr. Roger Hiemstra, at Syracuse University; Dr. Paul Ilsley, University of Northern Illinois; and the editorial staff and reviewers ofInnovative Higher Education for their helpful comments and assistance. 相似文献
14.
Over the past two years the authors have provided experiential learning in the form of a simulation exercise to help 240 college students relate personally to the foundations of education. Introductory courses, with a preponderance of facts and breadth of content, can easily overwhelm students. The simulation not only energized the students but also personalized an in-depth understanding of educational issues. This theoretical knowledge was applied practically, a link which may often be missing in many introductory courses.Kathleen K. Montgomery holds a D. Ed. from The Pennsylvania State University. She is Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Curriculum and Instruction for Elementary Education. Professor Montgomery's research interests include the design of experiential learning and assessment methods used to evaluate such learning. She is currently working on a book about authentic assessment methods useful for elementary teachers. Susan C. Brown holds an Ed.D. from the University of Central Florida. She is the Assistant Director/Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Multicultural Education. Professor Brown has recently published articles on multicultural education for perservice teachers in theJournal of Curriculum and Supervision andCurriculum, a British Journal of educators. She is on the Editorial Board of the Educational Forum. Cathleen M. Deery holds the M.S. degree for Syracuse University. She is lecturer at Elmira College, where she teaches Introduction to Education, Educational Psychology, and Inclusionary Education. Professor Deery has designed numerous experiential learning components for her classes, and she is currently working on a book with Kathleen Montgomery about authentic assessment methods. 相似文献
15.
Arnold C. Anderson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(1):80-91
There is no single, best formula for a graduate program in comparative education. We at Chicago do believe that there are certain essentials of a sound program, and we give high priority to features that others would regard as idio-syncratic. The advantages of the program we have followed will perhaps become evident in the following pages; its defects are revealed by some of the successful endeavors of colleagues at other universities.This contribution continues a series of articles started in vol. XI/2 of theInternational Review of Education describing the work of educational institutes in different countries written by the head of the institute or somebody else closely involved in its work. This particular article by the Director of the Chicago Comparative Education Center was prepared for the Southern Regional Comparative Education Meeting, Peabody College, October 22–24, 1964. 相似文献
16.
Sylvain Lourié 《Prospects》1989,19(2):257-267
Entered Unesco in 1965 and held among others the following posts: Co-operative Programme World Bank; Director Educational Policy and Planning; Unesco Special Educational Adviser to six governments in Central America; Adviser attached to the Assistant Director-General for Education responsible for studies on educational futures and coordination of Unesco's Major Project on Education in Latin America and the Caribbean; Director, International Institute for Educational Planning. Since 1988, he has been Assistant Director-General for Planning, Budgeting and Evaluation, Unesco. Author of numerous articles in professional journals on economics of education and educational policy and of a book: Educational Development: Strategies and Decision-making in Central America. 相似文献
17.
Learning environments have been studied less thoroughly in European universities than they have in American colleges and universities. Several research strategies which have been developed in the United States are discussed. One strategy, adapted to analyze the special conditions found in European universities, and an instrument which provides evidence about student perceptions of their environments, are described. The results of a study of one university in the Netherlands indicate that there are distinctive atmospheres found in various departments; departments differ from one another in understandable ways, and each department has its own kind of educational problems. It is argued that systematic analyses of learning environments might identify problems in universities and permit solutions to be found so that more effective educational contexts may be created.This paper is based on a study conducted at the Educational Research Center, University of Leyden, The Netherlands. Dr. Gaff was invited to spend a year at the Center, Dr. Crombag is the Director of the Center, and Dr. Chang is a member of the Center staff. A full report of the study, The university as a learning environment: An empirical analysis, Report No. 13, January, 1973, may be obtained from the Educational Research Center, University of Leyden, Leyden, The Netherlands. 相似文献
18.
Seamus Hegarty 《Prospects》1995,25(2):175-179
Director of the National Foundation for Educational Research in England and Wales. He has conducted extensive studies on provision
for pupils with special needs in ordinary schools and has published widely on the topic. He edits theEuropean journal of special needs education and Educational research. He has conducted numerous consultancies for national governments and for intergovernmental agencies, including UNESCO. 相似文献
19.
又论现代教育技术中心的定位问题——从个案研究入手 总被引：1，自引：1，他引：0
高校现代教育技术中心的定位问题一直是教育技术研究的关注点之一。论文从苏州大学撤销现代教育技术中心这一教育技术事件的个案研究入手,提出现代教育技术中心发展的根本着眼点是如何使教育技术理念深植人心,而不是聚焦于讨论形式上的存在与否。 相似文献
20.
For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for educational technology integration in K-12 schools. Since national assessments exert a profound influence on what teachers and students choose to teach and learn, the vision of educational technology use supported by national assessments is also examined. The National Council of Teachers of Mathematics Standards (NCTM, 2000. Principles and Standards for School Mathematics. Retrieved April 6, 2002 from http://standards.nctm.org), the National Science Education Standards (National Research Council (NRC) 1996. National Science Education Standards. Available at http://books.nap.edu/catalog/4962.html), and the National Educational Technology Standards (International Society for Technology in Education (ISTE) 2000. National Educational Technology Standards for Students: Connecting Curriculum and Technology, ISTE, Eugene, Oregon) provide different visions of educational technology use in the classroom. In addition, the current technology use policies for national assessments in science and mathematics, in particular the college admission tests (ACT, SAT I and SAT II subject area tests), Advanced Placement (AP) course assessments, and the Praxis Series assessments indicate that while mathematics assessments often recommend or require the use of educational technology, few science assessments permit the use of educational technology by students. Recommendations are offered for science educators regarding teacher preparation for the technology-rich classrooms of the future. 相似文献