U.S. information policy     

Becker J 《Bulletin of the American Society for Information Science / ASIS》1978,4(6):14-15

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The impact of university incorporation on college lecturers     

L.R. Becker  L.D. Beukes  A. Botha  A.C. Botha  J.J. Botha  M. Botha  D.J. Cloete  J.L. Cloete  C. Coetzee  L.J. De Beer  D.J. De Bruin  L. De Jager  J.J.R. De Villiers  C.M. Du Toit  A. Engelbrecht  R. Evans  M.M.C. Haupt  D. Heyns  L.M. Howatt  A.P. Joubert  J.C. Joubert  A.C. Niemann  N.C. Phatudi  E. Randall  W.J. Rauscher  W.C. Rautenbach  S. Scholtz  J.C. Schultz  R. Swart  H.J. Van Aswegen  J.C. Van Heerden  W.J. Van Vollenhoven  E.M. Van Wyk  J.G.U. Van Wyk  C.A. Van der Walt  C.N. Van der Westhuizen  D. Vermeulen  A. Vorster 《Higher Education》2004,48(2):153-172

In South Africa, recent government plans tochange the institutional landscape of highereducation have resulted in mergers of collegesinto universities or technikons. The researchreported in this article focuses solely on theimpact of a ``college-into-university'incorporation as manifested in the personal,emotional and career experiences of thesecollege staff members. It traces the changes intheir perceptions and emotions during and afterthe incorporation process. It also identifiesrecurring themes and issues evident in thepersonal lives of those affected by thisincorporation.A unique research methodology was engaged: TheCollege staff who had been appointed to theuniversity after the merger, identified sevencritical themes and then designed and conducted30 semi-structured interviews among themselves.This article thus documents the impact ofincorporation into a university on theindividual and collective lives of theresearchers themselves.The data suggest that the emotional impact ofincorporation was intense and that theuncertainty, especially, led to considerabletrauma. The most important concern emanatingfrom this joint research project is that whilea certain degree of distress is unavoidable inany institutional merger, inattention to themanagement of human resources, emotions andaspirations could linger on, possibly having anegative effect on the ambitions for thetransformation of the new entity.  相似文献   

Behaviour theory in the nursery school: Problem solving and teacher training     

Bernd Becker  Hans Hillmeier  Günter Reisbeck  Hans Strohner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(4):501-515

The present study reports an attempt to develop a training programme for nursery school teachers with reference to new developments in behaviour theory. The underlying aim of the training programme is to develop a general problem-solving strategy simple and flexible enough to be used in new problem situations in the four social fields of teacher-child interactions, teacher-teacher interactions, teacher-parent interactions, and the interactions between nursery school and community. The problem-solving strategy is a behavioural sequence which consists of the following stages: problem analysis, selection of goals, selection of modification procedures, application of modification procedures, and evaluation. The training of teachers to solve social problems in the nursery school can also be structured by means of these five steps. The training programme has been developed in close cooperation with the teachers of a nursery school. Some experiences concerning this cooperation and the application of the problem-solving paradigm are discussed.

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Zusammenfassung Diese Studie berichtet über einen Versuch, ein Ausbildungsprogramm für Erzieher im Hinblick auf die Entwicklungen in der Verhaltenstheorie zu konstruieren. Dem Ausbildungsprogramm liegt die Absicht zugrunde, eine allgemeine Problemlösungs-Strategie zu entwickeln, die einfach und flexibel genug ist, um in neuen Problemsituationen auf den sozialen Gebieten der Erzieher-Kind, Erzieher-Erzieher und Erzieher-Eltern Beziehungen sowie auf dem der Beziehungen zwischen Kindergarten und Gemeinschaft angewandt werden zu können. Die Problemlösungs-Strategie ist eine Verhaltensfolge und besteht aus den folgenden Phasen: Problemanalyse, Auswahl von Zielen, Auswahl von Abänderungsverfahren, Anwendung der Abänderungsverfahren und Evaluation. Gemäss diesen vier Stufen kann auch die Ausbildung der Erzieher in der Lösung sozialer Probleme im Kindergarten strukturiert werden. Das Ausbildungsprogramm wurde in enger Zusammenarbeit mit den Erziehern an einem Kindergarten entwickelt. Einige Erfahrungen aus dieser Zusammenarbeit und der Anwendung des Problemlösungs-Paradigmas werden besprochen.

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Résumé Cette étude rend compte d'une tentative de développement d'un programme de formation des enseignants des écoles maternelles, compte tenu des nouveaux développements de la théorie du comportement. Le but sous-jacent du programme de formation est de développer une stratégie générale de résolution des problèmes qui soit suffisamment simple et souple pour être utilisée dans les nouvelles situations problématiques, dans les quatre domaines sociaux des interactions enseignant-enfant, enseignant-enseignant, enseignant-parent, et école maternelle-collectivité. La résolution des problèmes est un enchaînement du comportement qui comprend les stades suivants: analyse du problème, choix des objectifs, choix des procédés de modification, application des procédés de modification, évaluation. La formation des enseignants les entraînant à résoudre les problèmes sociaux à l'école maternelle peut aussi être structurée en ces cinq phases.Le programme de formation a été élaboré en étroite coopération avec les enseignants d'une école maternelle. Quelques expériences relatives à cette coopération et concernant l'application du paradigme de résolution des problèmes sont discutées dans cette étude.

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The authors may be contacted at the Staatsinstitut für Frühpädagogik, Arabellastr. I/II, D-8000 München 81, F.R.G.  相似文献   

Copyright and you     

Gary Becker 《TechTrends》2001,45(1):4-6

Conclusion The current Copyright Law provides educators with a very limited set of privileges related to distance learning, based upon technologies and assumptions concerning the activities of education dating around the period of the early 1970s, prior to the adoption of the law in 1976. Within the confines of Section 110(2) of the law, and using Fair Use Guidelines, there are some limited activities that may take place in distance learning, using copyrighted materials without the author’s permission. However, until the law is modified or the recommendations of the Copyright Office are implemented, the “safe harbor” approach would be to seek copyright permission or obtain licensing for the use of copyrighted materials prior to use in a distance learning environment. Since 1975, as an avocation, he has been a national copyright law consultant. He has published several reference works for libraries and educators on copyright law, as well as videotapes to be used for information and training.  相似文献   

Quality Culture: understandings,boundaries and linkages     

LEE HARVEY  BJØRN STENSAKER 《European Journal of Education》2008,43(4):427-442

As part of the process of enhancing quality, quality culture has become a taken-for-granted concept intended to support development and improvement processes in higher education. By taking a theoretical approach to examining quality culture, starting with a scholarly examination of the concept of culture, and exploring how it is related to quality, quality improvement and quality assurance, the aim of this paper is to create a better understanding of how one can make sense of quality culture, its boundaries but also its links to the fundamental processes of teaching and learning.  相似文献   

Theory of Instruction: generalisation issues     

Douglas W. Carnine  Wesley C. Becker 《教育心理学》1982,2(3-4):249-262

General‐case learning is examined within the context of a logical analysis of what is to be taught and how it is taught. Given a few assumptions about the capabilities of the learner, the analysis of cognitive learning is shifted from a behavioural analysis of the learner to a logical analysis of the structural basis for generalisation—samenesses and differences—that lie in the teaching examples. Basic requirements for inducing generalisations are detailed and a variety of examples presented to illustrate the applications of the analysis.  相似文献   

Personality traits moderate the Big-Fish–Little-Pond Effect of academic self-concept     

Kathrin Jonkmann  Michael Becker  Herbert W. Marsh  Oliver Lüdtke  Ulrich Trautwein 《Learning and individual differences》2012,22(6):736-746

Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish–Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N = 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.  相似文献   

国际教育信息化2013地平线报告（高等教育版）     

Johnson  L.  Adams Becker  S.  Cummins  M.  Estrada  V.  Freeman  A.  Ludgate  H. 《北京广播电视大学学报》2013,(2):7-29

国际新媒体联盟（New Media Consortium,简称NMC）所发布的年度地平线报告已经成为全球范围内教育信息化发展的显示器与风向标。2012年10月,北京开放大学与美国新媒体联盟签署协议,授权北京开放大学作为其在中国发行其年度报告中文版的唯一官方机构。本期学报正式刊出的2013年度地平线报告显示,未来五年内影响高等教育的六大技术为：大规模开放网络课程、平板电脑、游戏和游戏化、学习分析技术、3D打印技术、可穿戴技术。这些新技术对于我们生活中的沟通交流、获取信息、社会交往、日常学习等方面正在产生重大而深远的影响。希望本报告能够有助于国内同行及时了解国际范围内教育信息化的发展趋势、新技术应用,为促进信息技术更有效地提高教学质量服务提供有益借鉴。新媒体联盟总裁莱瑞博士（Larry Johnson）专门写信祝贺2013年度地平线报告（中文版）刊出：“北京开放大学与新媒体联盟的合作已使成千上万的中国教育界同行有机会围绕教育技术及其在大学和中小学课堂应用问题参与全球对话。北京开放大学以其在教育技术、在线学习的实践探索及开展的国际合作等方面取得的业绩成为国际地平线项目有价值的合作者。你们为地平线专题研究做出了贡献,还承担了地平线报告（中文版）的翻译出版。借助你们的帮助,许多国外同行开始了解信息技术如何在中国这一人口大国的大学和中小学得到应用;同时,也使中国教育界了解世界各国同行正在开展的信息化实践探索。”  相似文献   

The Evolution of the Personalized Web Experience     

Bernd W. Becker 《Behavioral & Social Sciences Librarian》2013,32(3-4):184-187

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Get Smart: Raising the Intelligence of DIY Library Smart Objects     

Bernd W. Becker 《Behavioral & Social Sciences Librarian》2013,32(1):80-83

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