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1.
The effects of various alternative treatments (modules), designed to compensate for student differences in precourse memory abilities (processing and retrieval skills) and motivation (anxiety, curiosity), were investigated for lessons differing in content and task requirements. Performance on each module was compared to performance on the original (mainline) instructional module for 63 to 171 students in the Air Force Advanced Instructional System’s inventory management course. Interaction analyses on lesson times-to-criterion and criterion test scores indicated that the compensating treatments were partially effective in improving the performance of low-memory or low-reading ability students, low-curious students, or high-anxious students. Additional benefits that may be expected from an individualization approach that attempts to modify students’ cognitive and affective learning strategies are discussed. This research was supported by Air Force Human Resources Laboratory Contract F33615-73-C-4004. Requests for reprints should be sent to Barbara L. McCombs, Denver Research Institute, Social Systems Research and Evaluation Division, University of Denver, Denver, CO 80208.  相似文献   

2.
Traditional methods for task analysis and training design, such as those embodied in Instructional Systems Development (ISD), decompose jobs into discrete tasks composed of specific action sequences and identify prerequisite knowledge and skills for each task. Although these methods have been effective for designing training for simple procedural skills, they offer little insight for analysis or training of jobs involving complex cognitive skills, which increasingly require training today. Because of this, cognitive considerations need to be incorporated into ISD, particularly in the task analysis phase. Recently, cognitive methods have begun to be used to conduct task analysis for training program development and human-computer system development. In this article, recent developments in cognitive task analysis are reviewed, and The Integrated Task Analysis Model (ITAM), a framework for integrating cognitive and behavioral task analysis methods within the ISD model, is presented. Discussed in detail are ITAM's three analysis stages—progressive cycles of data collection, analysis, and decision making—in three components of expertise: skills, knowledge, and mental models. This research was supported in part by the U.S. Air Force Armstrong Laboratory, Human Resources Directorate, Operational Training Division. The views contained herein are solely those of the authors and do not necessarily reflect the views of the U.S. Air Force or the Department of Defense. Both authors contributed equally to this article. Joan M. Ryder is with CHI Systems, Inc. Richard E. Redding is with Human Technology, Inc. Drs. Bernell Edwards and Thomas Killion were the technical monitors and provided valuable guidance. The authors thank John Cannon, Sharon Fisher, Wayne Zachary, and the participants of an AL/HR Workshop on Cognitive Skills Acquisition for helpful comments.  相似文献   

3.
Summary A specially designed motivational version of the filmKidnapped, using only a few interesting episodes, was more effective in motivating the withdrawal from school libraries of the book by the same title than a longer version which presented the whole story in condensed form. There was no reliable difference between the two film groups in the amount of reading done, but there was some indication that the motivational version stimulated boys to read more carefully, and a greater proportion of them therefore made higher scores on an objective test. The results of this experiment suggest that producers of classroom films in this particular field need to consider the possibility of making fewer general purpose films and developing more films around very specific objectives of teaching. One of these which needs attention is the problem of motivation covered by this study. In its program of excerpting feature films for school use, Teaching Film Custodians, the organization which developed the film materials used in this experiment, is moving in the direction of selecting shorter excerpts for meeting more specific teaching objectives. This study tests the bypothesis that a high-school teacher can do a more effective job in motivating students to read a book by using a film made up of only a few interesting episodes than a film which gives the complete story of the book. Mark A. May is professor of Educational Psychology, director of the Motion Picture Research Project of the Department of Education, and director of the Institute of Human Relations at Yale University. He is also president of the Board of Trustees of Teaching Film Custodians. Nelle Lee Jenkinson is assistant director of the Division of Audio-Visual Education of the St. Louis Public Schools.  相似文献   

4.
安东尼·凯利(Anthony E.Kelly)博士是美国乔治梅森大学的教育和人力发展学院教授、教育技术项目主席,曾长期担任美国国家科学基金会(NSF)专家,多家正式、非正式学习研究机构和教育与人力资源部项目经理。他还担任过新加坡南洋理工大学客座教授、美国加州大学戴维斯分校客座教授。多种工作角色与经验使得凯利教授在教育理论研究与实践应用上都取得了较高成就,是2009-2010年度富尔布赖特新世纪学者计划(NCS)的获得者。他还受聘为《教育研究者》、《教育心理学研究者》、《教育技术研究与进展》、《学习科学杂志》等多家重要国际学术期刊的编辑委员会成员或评论员。凯利教授学术研究领域广泛,目前主要致力于认知神经科学与教育、学习科学与教育中的技术应用方面的研究。作为NSF的重要专家,凯利教授在教育研究方法和评价方面的研究尤其突出,特别是近年来对NSF所资助的大量设计研究项目的持续关注使他在设计研究上独具声名。他先后主编出版了有关教育研究方面的重量级手册《数学与科学教育研究设计手册》(2000)和《教育中的设计研究方法手册》(2008),后者集中了众多研究者在设计研究上的观点以及大量的实践案例,是迄今为止反映设计研究主题最...  相似文献   

5.
Chief of the Education and Employment Division in the World Bank's Population and Human Resources Department. Prior to joining the Bank, he worked for UNESCO and UNICEF in Africa. He has published extensively on educational planning and management; he is co-author, with Marlaine Lockheed, of Improving Primary Education in Developing Countries: A Review of Policy Options.  相似文献   

6.
Summary One of the significant movements in the history of audio-visual communication was the development of audio-visual departments in city school systems. This line of development took four forms. Educational school museums were founded, slide libraries were organized, film libraries were established, and nondepartmentalized audio-visual education developed. In most instances, audio-visual budgets, materials, and personnel were limited. Most materials consisted of slides and stereographs rather than films. The two most commonly used distribution methods were the “circuit” and “special-order” methods. Film evaluation and utilization were still hardly touched; however, the Berkeley Visual Education Department published a graded list of films and slides as early as 1923. Generally, the growth of visual education considerably increased the complexity of educational administration and created some confusion as to the precise status of audio-visual directors or coordinators. This is the second in a series of papers designed to provide an historical account of audio-visual communication. The first article, “Historical Overview of Audio-Visual Communication,” appeared in the Spring 1954 issue. Paul Saettler is assistant professor of education, Sacramento State College, California. The study from which this paper is drawn was completed for the PhD degree at the University of Southern California.  相似文献   

7.
The problem of student discipline disproportionately affects urban schools with large numbers of low income and ethnic minority students. Research over the past 35 years however has consistently shown that discipline policies that are understood and accepted by teachers, students, and parents and consistently enforced by school officials, correlate with lower levels of student disruption. The important role that urban school districts can play in building consensus in support of student discipline policies has not been well documented. But increased levels of student mobility in large urban areas, and increased diversity among the families served by urban districts, highlight the need for district-wide codes of behavior that provide schools with a range of discipline programs that serve the needs of their particular communities. The purpose of this article is to demonstrate how the process of developing and implementing a district-wide code of student behavior in Cincinnati played an important role in reducing disruptive behaviors leading to student suspension and expulsion. By involving all stakeholders in the development of its policies, and by responding to the concerns of all stakeholders in the range of programs it offered, the Cincinnati Public Schools was able to build consensus across socioeconomic and ethnic lines and make its code of behavior effective. On the basis of the evidence presented, it is argued that urban school districts can play a more active role in the area of student discipline. By developing and implementing district-wide codes of behavior that are understood and accepted by teachers, students, and parents, and consistently enforced by school officials, urban districts can lay the foundation on which schools can build healthy learning communities. Dr. Lionel H. Brown holds Bachelors, Masters, and Doctoral degrees from the University of Cincinnati. Dr. Brown is retired from the Cincinnati Public Schools (CPS) where he served as a teacher, vice-principal, principal, and Deputy Superintendent. His responsibilities in the role of CPS Deputy Superintendent included the Department of Curriculum and Instruction, the Office of Student Discipline, and the Office of Student Affairs. Dr. Brown is currently an Assistant Professor in the Division of Educational Studies, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio. His research and teaching interests include urban education, alternative education, and programs for Black males.Dr. Kelvin S. Beckett holds Bachelors and Masters degrees from the University of British Columbia, Canada and a Doctoral degree from the University of London, United Kingdom. He is an Adjunct Lecturer in the Division of Educational Studies, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio. His teaching and research interests include urban education and alternative education.  相似文献   

8.
Since 1976 the authors have been involved in an evolving research and development program focusing on the application of computer-based simulation to diagnostic training in technical environments. Eight simulation-oriented training systems are used to describe the authors' understanding of and approach to student diagnosis. Each of the systems described capitalized on experimental and/or empirical findings from previous experiences. The article describes how design decisions were driven first by research findings and then by the reality of building effective computer-based training systems within the constraints of operational environments. The paper on which this article is based was presented at the Cognitive Skill Acquisition Workshop, Air Force Armstrong Laboratory Human Resources Directorate, Brooks Air Force Base, Texas, in July 1990. It is also published in Regian, W. J., & Shute, V. J. (Eds). (1992).Cognitive approaches to automated instruction. Hillsdale, NJ: Lawrence Erlbaum.  相似文献   

9.
Conclusion It may reasonably be assumed on the basis of this study that important savings in money and manpower could be realized, with no loss in training effectiveness, and the possibility of a real gain in training effectiveness, by the application of well-designed films to supplement or replace mobile training devices such as are currently being used in Air Force transitional training programs. This article reports an Air Force study which was made to investigate the feasibility of using filmed recordings of familiarization lectures, given to mechanics transitioning to new types of aircraft. The study was conducted as a part of a U. S. Air Force program of research on the utilization of audio-visual media under the direction of A. A. Lumsdaine and S. M. Roshal of the Air Force Personnel and Training Research Center. H. H. Shettel is now with the Perceptual Development Laboratories in St. Louis, and E. J. Faison is now with Needham, Louis and Brorby in Chicago. The opinions and interpretations given by the authors are their own and are not to be construed as representing official views of the Air Force.  相似文献   

10.
Summary The existing research on television of interest to educators was analyzed and found to be grouped into four general categories: (a) studies of the general social effects of television, (b) content analyses, (c) studies of the educational effects of television, and (d) technical studies. Studies in each of these four categories were reviewed and generalizations drawn from them. No attempt was made to review related research that is, no doubt, applicable to the problems of television. For example, the vast amount of research information developed in the audio-visual field during the past 30 years was not touched. Future investigators will find that the existing television research and the existing audio-visual research provide only a sketch map of the field of audio-visual communication. To use these important instruments wisely, and this is particularly true of television, it is necessary that we know and understand much more. This is the challenge for future research. To the knowledge of the editor, this is the first comprebensive review of educational television research to be published. The organizing of the research into four categories—general social effects, content analyses, educational effects, and technical problems—the rather detailed reviewing of the results, and the drawing of general conclusions should greatly aid the educator in understanding the unique contributions of educational television. An attempt will be made in future issues of Audio-Visual Communication Review to supplement this review of research by regularly publishing, in “Research Abstracts,” reviews of the most recent television studies. Dr. James D. Finn is Associate Professor of Education and Chairman of the Audio-Visual Education Department, University of Southern California. This paper was originally prepared at the request of the California State Department of Education for inclusion in theBrochure of Background Materials: Educational Television for the Governor’s Conference on Educational Television, held in Sacramento, California, December 15–16, 1952. It was necessary to develop the material in a very short time, and the writer wishes to express his indebtedness to F. Dean McClusky and May V. Seagoe of the University of California, Los Angeles, and to Lester F. Beck and Nicholas Rose, his colleagues at the University of Southern California, as well as to several of his graduate students for helping in locating copies of the studies reviewed.  相似文献   

11.
Uganda's Makerere University and the University of Dakar in Senegal were for many years after independence among Africa's premier universities. Today, their facilities have visibly deteriorated and the quality of instruction the institutions provide is seriously threatened — the consequence of political and economic turmoil combined with persistent underfunding. If higher education remains supply-driven without reference to available resources, the problems of Makerere and the University of Dakar can only increase and become even more unmanageable. The governments of Senegal and Uganda are being encouraged by donors to undertake reforms to revitalize the university sector. However, it will not be possible to reform financing of public higher education, or to carry out many other reforms, unless the universities have more administrative and financial autonomy. Strategies for reforming higher education systems in these countries are proposed requiring a shift from government participation in the governance of public universities and in matters affecting their enrolments and utilization of resources to more indirect forms of control. Nevertheless, the policy implications for Senegal and Uganda are very different. In Senegal, measures to increase autonomy must be articulated with a larger role for the state in regulating the flow of students to university, rationalizing the programs of different institutions and restricting students' eligibility for support. In Uganda, there is need for greater government co-ordination of public and private investments in higher education and significant devolution of control of public universities.McGill University, Education and Employment Division, Population and Human Resources Department, The World BankEducation and Employment Division, Population and Human Resources Department, The World Bank  相似文献   

12.
Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is more wide-spread use of the materials. On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better support.” This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled “A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey which is reported.  相似文献   

13.
Conclusion The final product, PLATOMath Problem Solving, was the result of many months of design, iteration, learner trials, and hard work. Each activity has enough depth to promote exploration, but enough coaching to provide structure and establish a strategic-level dialog with the learner. The result is courseware that truly promotes strategic approaches to math problem solving. For more information, visit us atwww.plato.com. You might also be interested in the following : Hall, E. P., Gott, S. P., & Pokorny, R. A. (1995). Aprocedural guide to cognitive task analysis: The PARI methodology. Report AL/HR-TR-1995-0108. Brooks Air Force Base, TX: Human Resources Directorate. Foshay, R., & Kirkley, J. (1998).Principles for teaching problem solving. Technical Paper #4. Bloomington, MN: PLATO Learning, Inc.  相似文献   

14.
Conclusions In this brief study, all reasonable efforts were made to gain control over extraneous variables while gathering limited but valid information concerning the relative effectiveness of televised and conventional instruction in laboratory skills. There are unanswered questions concerning the methods, the effects, and the meanings which still out-number the few questions which may have been answered but these should not obscure what was attempted and found. In brief, the results indicate that one of the two criteria employed in the study was little more than worth-less. The other criterion measure gave evidence that, although the instruction produced measureable effects, it apparently made no difference whether groups were taught by conventional means or by means of television. Statistically, these instructed groups performed equally when executing their laboratory tasks. This evidence is not contradicted by related information from the earlier and more extended trials of televised laboratory instruction. Perhaps, at best, the inclusion of “delayed measurement” groups has added some small amount of respectability to this study. Their inclusion certainly has not guaranteed that unequivocal answers can be given to those questions which deal with the “long-term” effects of the two forms of instruction. Since these “long-term” effects are extremely important, it is hoped that they will receive increasing attention in the future. This article is a condensed and modified version of a February 1959 mimeographed report by the authors. The mimeographed original includes copies of measuring devices used in gathering data for the study which can be had by writing the senior author at the Audio-Visual Center at Purdue University. Dr. Seibert, who was recently on leave to the U. S. Office of Education as research coordinator for the Educational Media (Title VII) Program, returns to Purdue July 1 as TV Program Research Consultant. Dr. Honig is currently with the Lincoln Laboratories, Massachusetts Institute of Technology. The writers thank Frederick Vratney, Post-Doctoral Fellow in Chemistry; D. F. Kasten, graduate student in Psychology; the staff of the Purdue TV Production Unit; and the several graduate students who served as performance evaluators. All made contributions to the study on which this report is based. It goes without saying that the student subjects were essential and their cooperation appreciated.  相似文献   

15.
General Summary The objective of the Indstructional Film Research Program is to discover facts and principles for increasing the effectiveness of the instructional sound motion picture for rapid mass training. Quantitative methodology and statistical techniques are extensively used to assay and measure the effects of film presentations. It is assumed that effects are revealed in terms of changes in the behavior of subjects. An important requirement of film research is the controlled production of experimental film variables and versions for comparative test purposes. The following hypotheses have been outlined briefly: The sign similarity or “iconicity” hypothesis, the releasor-organizer hypothesis, the channel capacitance hypothesis, the perceptual reinforcement-interference hypothesis, the information dependability hypothesis, the personal need hypothesis, the personal involvement hypothesis, and the generalized learning principles hypothesis. Selected Instructional Film Research Program experiments were cited relative to these hypotheses. A general outline of theoretical considerations has been given in order to inform those who are interested in the instructional film and educational television of the present theoretical frame-work and examples of research problems of the Instructional Film Research Program of The Pennsylvania State College. A systematic review of all pertinent theory and research has not been attempted. The necessity to develop a set of guiding hypotheses for audio-visual research has been recognized for many years. It is very encouraging, therefore, to see the formulation of such the oretical hypotheses by the Instructional Film Research Program at the Pennsylvania State College. Eight of these are presented by C. R. Carpenter, together with relevant experiments. Dr. Carpenter is Director of the Instructional Film Research Program and Chairman of the Department of Psychology at The Pennsylvania State College. This article is a reprint, with slight modifications, of one which was translated by Robert Lefranc and was published inFilmologie, 1952, Volume III, No. 9, pp. 3–20, under the title, “Apercu sur une orientation theorique des recherches pour le film d’enseignement.”  相似文献   

16.
The usefulness of student evaluations in improving college teaching   总被引：3，自引：1，他引：3  
The present study was designed to assess the effects on faculty performance of a combination of feedback and personal consultations using college student evaluations. Student evaluation feedback and personal consultations were conducted at least a semester before any follow-up data were gathered. The results indicate that providing computerized results of college student evaluations along with individual faculty consulting sessions helped the instructors to significantly improve their student ratings on two instructional dimensions.This study was conducted while the author was Head of the Measurement and Research Division, Office of Instructional Resources, University of Illinois at Urbana-Champaign. The author is indebted to Nancy F. Halff for her valuable editorial and statistical assistance, and to Pamela Z. Hexner and Jeffrey A. Slinde in conducting the data analysis.University of Arizona  相似文献   

17.
Dr David May is senior lecturer in sociology and Dr David Hughes is a research fellow in the Department of Psychiatry, Dundee University. They present results of a three-year study of the post-school experiences of young people from special schools and units for pupils with moderate learning difficulties, in one Scottish region. The research was supported by a grant from the Chief Scientist's Office of the Scottish Home and Health Department.  相似文献   

18.
Large scale computer-assisted instruction systems generally impose severe constraints upon the demands that individual users may make. Nevertheless, it is possible to overcome these problems and a program is described which teaches students how to fly a specific maneuver through real-time simulation of the flight of a student-controlled airplane. This is achieved in spite of the fact that the student is flying his plane through the use of a manually controlled analog input device. Both computational and educational implications are discussed.Contractual support for this work was provided in part by the Life Sciences Program Air Force Office of Scientific Research, Contract number F44620-70-C-0105. Dr. Charles Hutchinson was the scientific monitor of the contract.  相似文献   

19.
The International Bureau of Education is launching a research project on the training of teachers for intercultural education. The project is called ‘Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)’. The general objective of the project is to develop countries' capacities to improve basic education, especially in multicultural contexts, and particularly through teacher training. Another objective of the project is to improve teachers' capacities to educate minorities, which is an important element in the building of a more democratic society. This article summarizes the results of the project and integrates them with strategies and methods developed by the Laboratoire de didactique et épistémologie des sciences of the University of Geneva, the Department of Biology of the University of Pavia and other research and training centres in Europe and Latin America. Ph.D. Professor at the University of Pavia, Italy. Member of the Laboratoire de didactique et épistémologie des sciences, University of Geneva. Technical adviser to the UNESCO: International Bureau of Education's Project ‘Basic Education for Participation and Democracy: Key Issues in Human Resources Development (Teachers and Multicultural/Intercultural Education)’. His many publications includeTeacher training and multiculturalism: national studies (1995).  相似文献   

20.
The present review considers the nature of the problem of evaluating college teaching as well as the means by which this evaluation has been attempted. This review shows that there is little agreement as to what the criteria for evaluating college teaching should be. It is stated that student and administrator evaluation of faculty are, by themselves or combined, limited in scope. A list of 10 activities and faculty behaviors that can be more reliably and validly evaluated by fellow colleagues than by anyone else is presented, as well as 22 different criteria or approaches that could be used for this evaluation. Recommendations for upgrading colleague evaluation of teaching are made in the hope that the present state of affairs can begin to reach high levels of adequacy and objectivity.This research was supported by the Measurement and Research Division of the Office of Instructional Resources, University of Illinois at Urbana-Champaign.  相似文献   

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