Preface     

Anthony C. Riccio  Garry R. Walz 《Counselor Education & Supervision》1967,6(Z3):215-215

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Science preparation of idaho biology teachers compared with AAAS cooperative committee recommendations     

Donald C. Orlich  Robert H. Seeling 《科学教学研究杂志》1967,5(1):32-33

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Semantically assisted medical bibliographic retrieval: an experimental computer system     

P L Miller  J S Morrow  S M Powsner  C A Riely 《Bulletin of the Medical Library Association》1988,76(2):131-136

An experimental computer-based bibliographic retrieval system has been implemented to explore how semantic (conceptual) relationships between MeSH terms might assist the retrieval process. To construct the experimental system's database, lists of abstracts were produced using MEDLINE. Each list contained papers discussing a specified pair of terms. Each abstract was then analyzed to determine the specific relationship(s) between the two terms discussed in that paper. The project then explored how these semantic relationships could be incorporated into the computer to enhance bibliographic retrieval.  相似文献   

Lakatosian Methodology and the Practical Implementation of a Liberal Notion of Education     

J. C. GLASS  W. JOHNSON 《Journal of Philosophy of Education》1991,25(1):33-46

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The wonder year: first year development & shaping the brain     

Valeska Grau Cárdenas 《Early Years: An International Journal of Research and Development》2009,29(3):295-296

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Memory for Relevant and Irrelevant Information: Evidence for Deficient Inhibitory Processes in Language/ Learning Disabled Children     

Thomas C. Lorsbach  Sherry Wilson  Jason F. Reimer 《Contemporary educational psychology》1996,21(4):447-466

The present study examined whether language/learning disabled children have greater difficulty than nondisabled children suppressing information that becomes irrelevant during a sentence processing and memory task. During study trials, children were asked to predict and remember the terminal nouns for a series of sentences that highly constrained a terminal noun. For half of the study trials (fillers) the child's prediction was confirmed by presenting the child with the expected ending (e.g., “Butterflies fly by flapping their . . .wings.”). For the remaining study trials (critical trials), however, the sentence ending expected by the child was disconfirmed with a low-probability ending (target noun). Thus, when presented with the sentence, “We made a sandwich with peanut butter and . . . ,” the child's prediction (“jelly”) was disconfirmed with a different ending (“bananas”). Memory for the disconfirmed and target nouns of critical study trials were subsequently tested implicitly with a new sentence-completion task. In this case, memory for disconfirmed and target nouns that had been associated with individual study sentences were measured in terms of priming effects. The analysis of priming effects indicated that language/learning disabled children experienced greater difficulty than nondisabled children inhibiting the activation of irrelevant information (disconfirmed nouns) and sustaining the activation of relevant information (target nouns) during a verbal memory task. These results were discussed in terms of their implications for some of the memory and language difficulties of language/learning disabled children.  相似文献   

The refereeing of papers for learned journals     

C. Stephen Briggs 《Learned Publishing》1991,4(2):93-95

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Religion and Ritual in American Wine Culture     

Robert C. Fuller 《Journal of American culture (Malden, Mass. : 2003)》1993,16(1):39-45

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Value orientations: a description of teachers' goals for student learning     

C D Ennis  W M Zhu 《Research quarterly for exercise and sport》1991,62(1):33-40

This study examined the extent to which physical educators made consistent decisions regarding goals for student learning within five educational value orientations. The research examined value orientations within hypothetical educational situations as represented by a paper and pencil inventory. Ninety physical educators in three school districts in the midwest completed the Value Orientation Inventory (VOI). Total scores from each value orientation on the VOI were converted to T-scores and used to divide teachers into two groups representing high and low priority categories. Chi-square tests were used to examine the data by gender, teaching level, and teacher's years of experience. Results indicated that 97% of the physical educators made consistent curricular and instructional decisions within one or more of the value orientations. There were no significant differences based on gender, level, or teaching experience.  相似文献   

The role of value orientations in curricular decision making: a rationale for teachers' goals and expectations.     

C D Ennis  J Ross  A Chen 《Research quarterly for exercise and sport》1992,63(1):38-47

This research examined the role of value orientations in curricular decision making from the perspective of high school physical education teachers and students. Educational value orientations served as the theoretical base for the research. Teachers who exhibited one of two paired orientations, disciplinary mastery/learning process (DM/LP) or ecological integration/social reconstruction (EI/SR), were interviewed to examine the extent to which their value orientations influenced their stated (a) goals for student learning, and (b) expectations for academic performance and behavior. Students were also interviewed to investigate the extent to which they acknowledged these goals and expectations. Data were analyzed using constant comparison. Results suggested that goals and expectations of DM/LP and EI/SR teachers were distinctly different and that comments from students in the EI/SR teachers' classes did not reflect their teachers' goals and expectations. Dynamical system theory was used to conceptualize value orientations as attractors within the educational ecosystem. Teachers working from weak EI/SR value attractors may be limited by learner, instructional, and contextual constraints.  相似文献