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701.
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Arthur Woodward 《Publishing Research Quarterly》1992,8(4):62-70
Because dissatisfaction with textbooks usually arises from issues of content and philosophy, we would expect those who select
elementary social studies texts to focus on these issues. This article reports on a study of the instruments used to evaluate
elementary social studies texts in thirty-three school districts. The study found the process to be haphazard and the general
instruments to be poorly formulated. Instruments created specifically for evaluating social studies materials were better
focused.
Arthur Woodward is director of the Research, Development and Outreach Center of the Norman Howard School, Rochester, N. Y.
He has written extensively on textbook issues. 相似文献
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Uncertainty in the Movie Industry: Does Star Power Reduce the Terror of the Box Office? 总被引：1，自引：1，他引：0
Everyone knows that the movie business is risky. But how risky is it? Do strategies exist that reduce risk? We investigate these questions using a sample of over 2000 motion pictures. We discover that box-office revenues are asymptotically Pareto-distributed and have infinite variance. The mean is dominated by rare blockbuster movies that are located in the far right tail. There is no typical movie because box-office revenue outcomes do not converge to an average: revenues diverge over all scales. The studio model of risk management lacks a foundation in theory or evidence, and revenue forecasts have zero precision. Movies are complex products and the cascade of information among film-goers during the course of a film's run can evolve along so many paths that it is impossible to attribute the success of a movie to individual causal factors. The audience makes a movie a hit and no amount of “star power” or marketing can alter that. The real star is the movie. 相似文献
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Kristopher J. Kopp M. Anne Britt Keith Millis Arthur C. Graesser 《Learning and Instruction》2012,22(5):320-330
The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to produce significant learning gains. In Experiment 1, a full dialogue condition and a read-only control condition were compared with a mixed dialogue condition in which students engaged in full dialogue for half the problems followed by problems requiring only a limited engagement. We found that the mixed dialogue condition produced results as impressive as the full dialogue condition and took less time. Experiment 2 replicated these findings and further examined issues of time engaged in learning, quality of instruction, and learning gains. Overall, these results show that dialogue-based intelligent tutoring systems could be designed in a more efficient manner to maximize learning and minimize the cost of time-on-task. 相似文献
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Arthur L. Day 《Journal of The Franklin Institute》1925,200(2):161-182
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