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1.
Howard T. Everson 《Instructional Science》1995,23(5-6):433-452
This paper reviews a number of relatively new and promising psychometric approaches to the problem of modeling student achievement (the student model) within intelligent tutoring systems (ITS). A shared characteristic of most ITSs is their need to estimate a model of the student's understanding of the domain, and use this model to modify and adapt subsequent instructional content and sequence. Sound cognitive diagnosis and the need to advance ITS technology require the development of student models that are integrated with cognitive theory and instructional science. A number of cognitively oriented psychometric approaches — including latent-trait models, statistical pattern recognition methods, and causal probabilistic networks — are described and discussed within the current ITS framework. As measurement-based student models are refined, we anticipate their compatibility with future generations of intelligent tutoring systems. 相似文献
2.
Are ‘Mathematics’ and ‘Science’ such universal notions that one curriculum can serve equally well in all societies, subject only to exemplification from local circumstances? Or do different human cultures construct and use ‘Mathematics’ and ‘Science’ so differently that each culture needs to construct its own curriculum to teach its own children? At issue is whether curricula developed in industrialised states can be readily transferred or adapted to developing countries.Taking as its starting point the fates of the Scools Mathematics and the Schools Science Projects in Kenya, — both adaptations of British models, — this paper reviews the research addressed to these questions. Its conclusion is that definitive answers are not yet possible. Nevertheless, what evidence there is seems to question the possibilities of transferability or even of simple adaptation. 相似文献
3.
Neil A. Johnson 《Interchange》1993,24(4):409-433
Conventional approaches to curriculum development employed in western countries have proved to be unsatisfactory. Much of the literature as well as the practice of curriculum development have focussed on two traditional stances — the administrative and grass-roots models — and neither has been able to accommodate concurrently the theoretical and practical objectives, skills, and needs of central administrators, teachers, and curriculum specialists. In this paper, a brief examination of the characteristics, prevalence, benefits, and major shortcomings of these two models provides a basis for describing an approach that may better fulfil the multiple and competing demands of educational administrators and users. The article elaborates upon and defends a theoretical plan for involving administrators and educators in co-operative curriculum development, and specifies additional organizational requirements and constraints which would need to be dealt with in order to effect its intent. 相似文献
4.
John Biggs 《Higher Education》1979,8(4):381-394
This paper is concerned with the relationship between students' study processes and the structural complexity of their learning. Study processes are conceived in terms of three independent dimensions — utilising, internalising and achieving — each of which has a cognitive (strategic) and an affective (motivational) component; these are assessed by the Study Process Questionnaire (SPQ). Learning quality is expressed in terms of the complexity of the Structure of the Observed Learning Outcome by applying the SOLO Taxonomy described below. A preliminary study involving 60 undergraduates' responses to education research abstracts is described, in which SOLO levels and short and long term retention of factual material are related to their study processes. 相似文献
5.
Kazuhiko Nunokawa 《Educational Studies in Mathematics》1996,31(3):269-293
In this paper, the relation between Lakatos' theory and issues about mathematics education — especially issues about mathematical problem solving — is reinvestigated by paying attention to Lakatos' methodology of a scientific research programme. By comparing the same findings about mathematical problem solving with the discussion in Lakatos' theory — e.g. research programmes' hard cores, their negative and positive heuristics, and their goals — we establish the correspondence between research programmes and solver's structures of a problem situation, i.e. structures given by a solver to a problem situation. After establishing this, the implications of Lakatos' theory, i.e. the nature of selection from competing programmes and the social origins of the cores of programmes, are applied to the discussion about mathematical problem-solving, with indications of the related evidence in the theory of mathematical problem solving which seems to support the application of those implications. Such an application leads to one view of mathematical problem solving, which reflects the irrational nature and social aspects of problem-solving activities, both in solving problems and in selecting better solutions. 相似文献
6.
A methodology for the analysis of patterns of participation within computer mediated communication courses 总被引：7，自引：2，他引：7
In this study we propose a methodology for the analysis of text based interchanges on computer mediated conferences which is based on Speech Act theory and which takes the illocutionary act as its unit of analysis. This methodology is used to compare messages from two different conferences — one based on methods for fostering learner independence and one based around a guest speaker seminar — and to show the differing patterns of interaction provoked by the differing task designs. 相似文献
7.
Salvador Chavez 《International journal for the advancement of counseling》1986,9(4):381-384
This paper presents preliminary findings of a longitudinal study that focuses on the dynamic interaction between an individual of a minority culture and a new social system. Observations and clinical implications are reviewed within a cognitive/psychosocial model.Students of Mexican extraction (nth generation citizens of the United States) are a distinct minority at the University of California, Berkeley. Of the approximately 30,000 students enrolled in 1980 — when this study was begun — only about 660 (2.2 percent) were identified as being Mexican-Americans. 相似文献
8.
Models for optimizing and individualizing school learning 总被引：1，自引：0，他引：1
Herbert J. Walberg 《Interchange》1971,2(3):15-27
Two psychological traditions—correlational studies of individual differences and experimental studies of stimulus variation—have failed to make educational research a useful applied science. The two traditions must be integrated within an emerging field of study—social environments of learning. Based on parsimony and predictability, two general models and seven special models are proposed that identify the empirically testable assumptions of instructional programs purporting to optimize or individualize school learning.
Résumé Deux traditions psychologiques—les études de correlation des différences individuelles et les études expérimentales de variation de stimulus—n'ont pas réussi à faire de la recherche éducationnelle une science appliquée utile. On devrait intégrer ces deux traditions dans un nouveau domaine d'études—les environnements sociaux d'études. Basés sur la parcimonie et la prédictabilité, deux modèles généraux et sept modèles spéciaux sont proposés afin d'identifier les assomptions des programmes instructionnels qu'on peut mettre à l'épreuve et qui visent à l'efficacité optimum ou à l'individualisation de l'apprentissage dans les écoles.相似文献
9.
Virtual Schooling for primary and secondary students is becoming increasingly common across the United States. Although distance education has typically been used to address the needs of adult U.S. learners, its use with schoolchildren has been limited. The rapid development and diffusion of ICT has prompted advances in the use of distance education to serve these students educational needs—particularly those in remote rural settings. In this paper we analyse and contrast two case-studies that were gathered to inform researchers and practitioners of online schooling—a case in which two rural schools ‘coordinated’ the use of two-way interactive video to provide live synchronous learning, and a school ‘replacement’ model that provided an interactive online course for dispersed students with periodic live interactive synchronous learning sessions. Analysis drew on Cobb and his colleagues’ (2003) techniques to delineate communities of practice and Wenger’s (1998) work on boundary encounters, brokers, and boundary objects. 相似文献
10.
Evelin Omwake 《Interchange》1971,2(2):27-40
This paper compares two fundamentally different types of preschool programs—the academic preschool and the modern American nursery school—with a view to identifying issues that contribute to divergent points of view about early education. Discussion includes the influences from other fields of study and the points of convergence and divergence in the two models. The author sees the major differences as the interpretation of the role played by the teacher in the learning experience, of the child. Other differences emerge from the manner in which this concept is implemented. The history of the development of the teacher-child relationship emphasis is a significant aspect of the paper.
Résumé L'auteur de cet article fait une comparaison entre les deux programmes préscolaires qui différent fondamentalement—le programme préscolaire académique et l'école maternelle moderne en Amérique—afin d'identifier les questions qui contribuent aux différents points de vue sur l'éducation préscolaire. Les influences provenant d'autres domaines d'études et les points de convergence et de divergence dans les deux modèles sont discutés. L'auteur voit les plus grandes différences en l'interprétation du rôle de l'institutrice dans les expériences éducatives de l'enfant. D'autres différences proviennent de la manière par laquelle on met en oeuvre ce concept. L'histoire du développement de la relation entre l'institutrice et l'enfant est un des aspects les plus importants de cet article.相似文献
11.
A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value-added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explains about 4.4–5.3% of the total (conditional) variation in follow-up achievement. Schools providing basic facilities—in particular schools providing electricity—are found to perform much better in the production of achievement growth. 相似文献
12.
Changing roles of institutional research in strategic management 总被引：1，自引：1，他引：0
Susy S. Chan 《Research in higher education》1993,34(5):533-549
A college driven by a broad vision cannot effectively realize its desired future within a rigid, formal, and centralized decision process, because such processes prohibit the institution from competing effectively in a rapidly changing environment. This paper examines both the theoretical models and a case study of phased evolution of planning process—from short-term static process to vision-driven strategic management phase—and suggests a parallel progression in institutional research has shifted its focus from attention to data, to issue-driven analysis, to framework-guided synthesis. Institutional researchers are urged to reconceptualize their framework and meteorologies in order to more effectively support strategic management. 相似文献
13.
The paper provides a case study of educators' relations with the state in England. A brief historical sketch is offered along with a more in-depth analysis focusing on the situation in “Midlands County” between 1976 and 1981, a period of the “Great Debate,” policy reforms, and cuts in education. Teachers' perceptions of these events and their individual and collective action related to them are also described. Drawing on theoretical work pertaining to state-economy and state-occupation relations, an attempt is made to understand these developments in terms of the national and local state in England dealing with two structural imperatives — accumulation and reproduction — of the capitalist economy at the national and world system level. The paper examines finally more recent dynamics in England in light of this theoretical framework. 相似文献
14.
Alan Bell 《Educational Studies in Mathematics》1993,24(1):115-137
Three teaching experiments are reported which study aspects of a diagnostic teaching methodology based on identifying key conceptual points and misconceptions, focusing on these, giving substantial open challenges, provoking cognitive conflict, and resolving it through intensive discussion. An experiment in the field of directional quantities showed a positive relation between the intensity of discussion and amount of learning; one on fractions and another on geometric reflections both showed — in comparison with individualized booklets, for which retention was very low — strikingly good two-month retention under the experimental teaching methods. The particular misconceptions found in each topic are also described. 相似文献
15.
Andrew T. Masland 《Research in higher education》1984,20(2):211-233
The implementation of a Decision Support System (DSS) is, all too often, a technical success but an organizational failure. EDUCOM's Financial planning Model (EFPM) is a DSS used by many colleges and universities. This paper examines the perceived success of EFPM and the relationship between success and organizational services — the integrator functions — that support EFPM's use. The study finds that the integrator functions are significantly related to success. In addition, institutions that use EFPM have developed the integrator functions on their campuses, while institutions that no longer use EFPM did not do so. The paper suggests several theoretical and practical implications of the research. 相似文献
16.
Educational choice (vouchers) and social mobility 总被引：1，自引：0，他引：1
A quantitative approach to study the impact of vouchers is thought to yield more meaningful results than theoretical arguments. This paper makes use of a model of the behavior of young people and schools to simulate the effects of vouchers of varying sizes on students in different income categories, living in three communities — poor, average and wealthy — under two assumptions about how public schools spend their resources. The first assumption is that public schools minimize their offerings to individual students (i.e. maximize their surplus) in order to further objectives not valued by students. The second assumption is that public schools act as competitive firms, maximizing their educational offerings to individual students.Findings from the simulation are neither uniformly positive nor negative. They do not support the argument that poor young people will be better off with a voucher system. Even in the most favorable case — when public schools maximize surplus — a systemic choice system would not come close to equalizing educational opportunity across income groups. 相似文献
17.
This paper offers part of the findings of a qualitative, interpretive Ph.D. study, which used a case study approach to explore and illustrate the conceptions of and approaches to creativity of three expert specialist dance teachers working with late primary age children. The specialists had extensive expertise as dance educators in different educational settings together with experience as dance artists. One way of framing their conceptions and practice was in terms of the pedagogical puzzles or dilemmas that they encountered. This paper focuses on the dilemma of ‘balancing personal/collective voice and craft/compositional knowledge’ when teaching for creativity. The findings articulate the foundations of embodied knowing (intrinsic to aesthetic understanding) and the processes fundamental to their teaching for creativity. This is followed by details of the key pedagogical spectra which emerged when responding to the dilemma: prioritisation of creative source—inside out or outside in; degrees of proximity and intervention—distanced reactivity or close proactivity; and spectrum of task structures—purposeful play to tight apprenticeship; and their use in action by the teachers in their different situations. The paper relates these findings to two current questions within education: that of the relationship between knowledge and creativity, and the ways in which adults/experts might engage in teaching for creativity. The paper concludes that this research supports calls for a re-evaluation of aesthetic understanding's role in creativity, grounded in embodiment, within dance pedagogy, which might also be fruitfully heeded within wider educational contexts. It also provides the findings as ‘images of possible’ approaches to inter-relating knowledge and creativity both within dance, and other disciplines, and argues for the use of dilemmas and their solutions as one way of acknowledging complexity and encouraging reflective practice in teaching for creativity, both within teacher training and continuing professional development. Finally, the paper highlights the unique perspective of a group of hybrid education professionals at the arts/education interface, and suggests future areas of research which might develop from this investigation of their practice. 相似文献
18.
Due to high prime-age mortality—a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status—poor HIV/AIDS orphans, especially aged 13–17 years, are significantly less likely to continue schooling. 相似文献
19.
The paper discusses the policy of third country training, i.e. the efforts by the economically more developed countries to provide, through their aid programmes, the opportunity for students from the less developed countries to study at educational institutions outside the donor's country. The current practices in this area of the major aid-granting Commonwealth countries—Canada, Australia, New Zealand and Great Britain—are examined along with the advantages and limitations of such training and suggestions are put forward for overcoming some of the problems which arise from efforts to implement this policy. One of these is for the development of ‘centres of excellence’ of a type somewhat different from the ones normally proposed. The paper discusses what should be the nature and purpose of such institutions if one of their aims is to permit them to make a significant contribution to increasing our understanding of the problems of the less developed countries and facilitate further the flow of students between them. 相似文献
20.
Architects create environments for human behaviour. Therefore they need — in addition to technical and design knowledge — some sort of “psychological” knowledge of the effects of their planning decisions on the occupant. The structure of this knowledge, which is only touched upon during architectural training, is the subject of an empirical study. Experts (experienced architects) and novices (students of architecture in their first or second year) were asked to judge the quality of the floor-plan layout of a four-room flat under three different conditions. From the expert-novice comparison, it is possible to gain insight into how professional experience shapes the knowledge of occupant needs and occupant behaviour. The results show remarkably few differences between the two groups. One possible reason lies in the special structure of architectural practice, which, due to a lack of feedback, makes it difficult to accumulate knowledge by evaluating experience. 相似文献