共查询到20条相似文献，搜索用时 31 毫秒
1.
Noel Williams 《Instructional Science》1992,21(1-3):125-138
In this article I describe three key design issues which underlie a CIRG project building an open learning hypertext package for teaching writing skills. These are issues in: ? combining flexible materials with fixed structures; ? giving students real flexibility in learning; ? the nature of interaction in hypertext writing teaching. I outline a design strategy to meet problems in all these areas. 相似文献
2.
Asian students in increasing numbers have over the postwar period decided to go overseas for tertiary education, and an increasing proportion of those overseas students have selected the United States as their place of study. Eight elements of the changing context of Asian-American relations are identified which influence the Asian preference for American higher education:
- The improving Asian-American political links
- The increased volume of Asian-American economic exchange
- The sharp increase in Asian immigration to the United States
- The increasing similarity in the structure and content of Asian and American educational systems
- The absorptive capacity of American higher education
- The quality of American higher education
- The complementarity of Asian demand and American supply
- The opportunities provided in American higher education to cover educational costs through part-time work
3.
Martine Alcorta 《European Journal of Psychology of Education - EJPE》1994,9(4):331-341
Many studies have analysed the text written at school by pupils as a final product. Fewer are those which are based on the production process itself. What happened in the student’s mind between the time of reading the subject to do and that of writing the final text? There is an intermediate step between these two moments: the rough copy. During a research on rough copys of 15 to 16 years old, submitted to the production of an historical text, we could establish two kinds of rough: - some of them present a written structure similar to the final work (complete sentences, linear structure). In this case, the rough copy is a prototype of the final version, including deletions and mistakes. - the other present a totaly different structure: predicative language, structures like lists, tables or arborescent structures, utilization of non conventional signs thought by the pupil. Some of these caracteristices have been attribued to the inner language by Vygotsky. The syntatical similarity of inner speech and writing on rough copy come from the identical functions of these two languages, which are speech in and for one self. 相似文献
4.
《Assessing Writing》1998,5(1):39-70
The Maryland School Performance Assessment Program (MSPAP) tests include an expressive writing task in which students at grades 3, 5, and 8 can choose to write about any topic they wish in the form of either a story, poem, or play. This test design feature provided the opportunity to investigate what factors contribute to students' choice of genre, how scorers apply a single expressive writing rubric to a range of genres, and whether these genres constitute equivalent tasks for measurement and reporting purposes. Our study, which combined analysis of statewide score data, 300 randomly selected student texts, questionnaires given to teacher-scorers, and interviews with students, argues strongly for the validity of this choice task as a measure of expressive writing and demonstrates that choice of genre both increases writers' engagement and enhances the fairness of the assessment by giving all students the best opportunity to demonstrate proficiency in this learning outcome. By highlighting several features of student texts that complicate scoring, the study also suggests that accuracy and consistency might be improved by
- 1.1) providing additional sample papers during training,
- 2.2) attending to scorers' assumptions regarding several key concepts, especially “originality,” and
- 3.3) adjusting the ways that training for focused holistic scoring generally takes place.
5.
Yvonne Buettner 《Education and Information Technologies》2006,11(3-4):257-268
Based upon a nation wide campaign called Public Private Partnership—Schools in the Net (PPP-SiN) (Public Private Partnership—Schule im Netz (PPP-SiN), 2000) we were able to initiate an externally financed project of in-service teacher education. The paper describes the realization of this project. Reflections are given on why teachers hesitate to integrate ICT into their teaching. Media competencies are recognized to be key in this context. We reflect upon the following five questions:
- How do we educate the right thing as well as educate the right way?
- Which ambient conditions must be met?
- Which preliminary actions have to be taken and implemented?
- Which tools, methods and instruments do we need?
- How do we make sure that the transfer of learned knowledge will take place to find its way into successful teaching?
6.
《Assessing Writing》1998,5(1):7-29
This study examined how highly experienced raters do writing assessment, with a focus on how the raters defined the assessment task. Three raters followed a think-aloud procedure as they evaluated two sets of writing. Analyses of the think-aloud protocols showed that raters defined the task in three very different ways:
- 1.1) by searching the rubric to make a match between their response to the text and the language of the scoring rubric (search elaboration),
- 2.2) by assigning a score directly based on a quick general impression (simple recognition elaboration), or
- 3.3) by analyzing the criteria prior to score assignment without considering alternative scores (complex recognition elaboration).
7.
Strategies implemented by 12–13 year olds to solve electricity problems are examined. Three factors account for observed strategies:
- type of problem representation, itself dependent on the knowledge base;
- cognitive personality dimensions;
- form of problem statement.
- a strategy based on misconceptions such as the vanishing current model;
- a similar strategy but greater verbalization of doubt;
- rush to use formulas;
- sequential analysis of circuit;
- application of principles learned in class.
8.
Vanda Lucia Zammuner 《European Journal of Psychology of Education - EJPE》1991,6(2):243-256
This study reports on grade 4 children’s (Ss) knowledge of constraints and characteristics of persuasive written requests (RQ).
- All Ss wrote a first RQ asking money to improve their computer lab.
- Experimental (E) and control (C) Ss evaluated 4 different RQ.
- selected and ordered, out of 30 scrambled sentences, those appropriate for a “good” RQ.
- A week later, E Ss had a collective “training discussion” on requests.
- A week later, E and C Ss wrote a second RQ asking money for their science lab.
9.
This paper presents results of research concerning the construction of the concept of natural integers by children. By testing the same children, whose school history was known with accuracy, at one year in tervals, we have sought to determine: — How their competence in counting and numeration evolved during this period. — What the mechanisms of this evolution were. — What role school learning played. 相似文献
10.
So as to study the effect of socio-cognitive mediation in 96 children aged 5 to 6 we introduced and manipulated 2 factors:
- —One was an ego-boosting representation of the subject’s ability to perform the task. Forty-eight children carried out a classification task individually. Then, twenty-four of them were told how excellent their performance has been. The other twenty-four children were not told anything. They formed the “expert” group.
- —The other was the representation the children had of others. Each “expert” child was paired with a partner chosen from the children who had not performed the first task (“novice” subjects). Half of them were told how good has been the partner they were going to work with. Twelve of these children were given that information in the presence of their partner and twelve in his or her absence. The twenty-four remaining novices were not told anything.
- performance was superior when children worked in dyads, and that dyad composition had an effect on the results.
- Different interaction modes were observed, depending on dyad composition.
11.
Jack Pearpoint 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(4):491-503
Two basic points are made in this article: -We must make a choice whether we ‘isolate’ people from or ‘include’ people in our communities. Including people is the only viable option. -The key to ‘including’ people is with the very people we most often label as ‘the problems’. These ‘problem people’ can help generate answers when we learn how to listen, and when we offer genuine learning opportunities and valid partnerships with those who have been ‘missed’ and discarded. Examples from various Frontier College programs illustrate these points and elaborate the central philosophy of the College (Student Centred Individualized Learning — SCIL), which is based on the beliefs that: -All are welcome -All belong -All can learn -All have contributions to make The programmes are focused on ‘literacy’, which is a great deal more than reading and writing — it is about what kind of society we want. Literacy is a tool for ‘inclusion’ in communities. It is hard work, and includes love and tears, grief and joy, families and friends. It is based on the Right to Learn, and builds dignity, self esteem and choices. 相似文献
12.
Agnieszka Demby 《Educational Studies in Mathematics》1993,24(3):239-249
A class of 32 11-year-olds (grade 4) was given three written tests, each followed by an interview. As students of grades 1–3, these children used text-books with numerous instances of explicit use of inverse operations (e.g. 3×2=6, 6:2=3, 6:3=2). The purpose of the research was to examine the extent to which these students understood and used relations between inverse operations in order to simplify computations. Samples of results: A majority (21 students) was not able to find the value of 28+75?75 or 14×15:14 without performing all the operations. About half fell in the preprogrammed traps writing e.g. that 100?19+100 equals 19 or 3×3/4?3/4 equals 3. 相似文献
13.
《Assessing Writing》1998,5(1):123-150
Two studies tested factors influencing ratings of argumentative essays in order to develop a scheme for assessing essays written by middle school students. Study CLAIM-CLARITY assessed the effect of:
- 1.(a) claim clarity,
- 2.(b) reason strength,
- 3.(c) strength of rebuttals to counterarguments,
- 4.(d) the rater's personal values, and
- 5.(e) the rater's topic knowledge.
- 1.(a) development,
- 2.(b) voice, and
- 3.(c) conventions.
14.
The aim of this research is to study on-line written production in children. Twelve seven year old children and twelve eight year old children were asked to compose two texts (a narrative and a report). They were filmed as they wrote in order to investigate the temporal caracteristics of their composition (pauses, rates…). The results show three main findings: - the rates increases from seven to eight year old. - pauses times varied according to the syntactic organisation of the next sentence. - longer pause times are localized after punctuation marks and before connective. 相似文献
15.
Yi-Hung Lin Mark Wilson Ching-Lin Cheng 《European Journal of Psychology of Education - EJPE》2013,28(4):1141-1161
In teaching, representations are used as ways to illustrate the concepts underlying a specific topic. For example, use symbols (e.g., 1?+?2?=?3) to express the concept of addition. To compare students’ abilities to interpret different representations in mathematics, the symbolic representation (SR) test and the pictorial representation (PR) test were designed, and then administered to 681 sixth graders in Taipei, Taiwan. This study adopts two different modeling perspectives, the testlet perspective and the multi-ability perspective, to analyze this SR and PR test data in the context of item response theory. The main results show that:
- Students scored on average significantly higher on the SR test than the PR test.
- The effects of the item stem testlets could be large, but they are statistically non-significant; however, the influence of the number of items in the testlet should also be considered.
- The nature of the option representations, SR and PR, represents two different mathematics abilities.
- The main factor that influences students’ item responses is students’ abilities to interpret SR and PR, and the testlet effects generated from the shared item stem can be ignored.
- Regarding the parameter estimates of the best-fitting model: (a) the person ability variance estimates show that the ability distributions on the SR and PR dimension may not be the same, (b) the correlation estimate between the SR and PR dimension indicates that these two abilities are moderately correlated, and (c) the item difficulty estimates for different models are similar.
16.
John Welton 《Higher Education》1983,12(5):597-607
This article examines factors affecting the development and implementation of Education Policy with special reference to the 1981 Education Act for England and Wales. Research is reported about professional practice and administrative behaviour in special education assessment. Six professional and administrative factors are identified which may affect the implementation of the new special education legislation:
- The nature of the professional domain of special education assessment;
- The emergence of competing definitions of special educational need and good practice;
- The concern for professional and administrative accountability;
- The concern for the rights of users of special education provision;
- The politicisation of special education through the development of interest groups;
- The market relations between supply and demand in special education provision.
17.
This survey presents the essentials of a study concerning problem solving ability in children aged 12–13. It forms part of a large project concerning the impact of calculators and computers in school mathematics and the consequences for certain basic abilities. The contents of the survey are in brief: ? definition of problem solving ability; ? test construction; ? interviews; ? supplementary investigations. 相似文献
18.
A survey commissioned by the French Ministry of Education on mastery of the French language by the end of the elementary grades (11–12 years) was conducted on a sample of 4585 students. The data was used to compare the results obtained on tests of written French designed to measure level of acquisition with ministerial guideline objectives. Three types of analysis were performed, to attempt to define:
- a pattern of results between grammatical exercises
- a pattern of results between exercises about use of the French language in context
- the relationships between grammatical acquisitions and use of language in context.
19.
Kathleen Carley 《Instructional Science》1986,14(3-4):381-438
The acquisition of knowledge, the development of the individual's knowledge bases, does not occur in a vacuum. The social context, both social structure (the perceived regularities in the social network) and social knowledge, appears to be related to the individual's acquisition of knowledge. In this article, the relationship between the social world and individual knowledge acquisition is explored. A general theory is postulated and then formulated as a model. The basic theory is predicated on the assumption that social interaction is the driving force behind knowledge acquisition. A selection of results pertaining to social learning will be presented. These include, but are not limited to the following:
- ? Social structure affects knowledge acquisition; e.g., individuals in tightly knit social groups develop similar cognitive structures, but not necessarily similar evaluations of those structures.
- ? Social knowledge evolves slowly and relative to shared experience.
- ? Individual knowledge acquisition is limited; e.g., individuals and groups talk past each other because of the lack of critical paths in their respective knowledge bases.
20.
Anna Emilia Berti 《European Journal of Psychology of Education - EJPE》1993,8(2):183-193
Forty-three 5th graders participated in all phases of the study:
- a pre-test to ascertain children’s concepts of deposits, loans, interest, etc.;
- a classroom lesson;
- a post-test two weeks after the lesson.