Economic change in the vale of Trent 1700–1800     

J. D. Chambers B.A.  Ph.D. 《Culture, Theory & Critique》2013,54(1):86-109

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How to read a review article critically     

Ruairidh Milne  Larry Chambers 《Health information and libraries journal》1993,10(1):38-39

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Public Examinations and Pupils’ Rights Revisited     

William Guy  Peter Chambers 《Cambridge Journal of Education》1974,4(1):47-50

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Why Should We Group Students Within-Class for Learning?     

Philip C. Abrami  Yiping Lou  Bette Chambers  Catherine Poulsen  John C. Spence 《Educational Research and Evaluation》2013,19(2):158-179

The purpose of this article is threefold. First, we bring to the attention of the European and international research community the research evidence concerning within-class grouping. In a previous quantitative review, we computed 103 independent effect sizes from studies comparing within-class instruction and whole class instruction. The mean weighted effect size (ES) of within-class versus no grouping on student achievement was 0.17, which was significantly greater than zero (p < .05). We also reported that the findings were statistically heterogeneous and explored which of 26 study features accounted for the variability. Second, we address the issues related to our research integration raised by Prais (1998, 1999). We argue that our review focused only on grouping effects on students, not other features of classroom organization or teacher outcomes. We also believe that our data suggest that Continental Education would be further enhanced by the use of small group instruction. In particular, our findings are: useful; not so variable as to be meaningless; provide evidence of beneficial effects for students of all relative abilities; are thorough and detailed; and provide a rather complete picture of the available evidence. Third, we elaborate further on the pedagogical techniques which encourage effective small group instruction. We describe cooperative learning in general, the important elements of positive interdependence and individual accountability in particular, and summarize reviews of research on its effectiveness. We remain convinced that educators should group students within-class for learning and rely on the research evidence for guidance in doing so.  相似文献   

Developing a Computer-Assisted Tutoring Program to Help Children at Risk Learn to Read     

Bette Chambers  Philip C. Abrami  Katherine McWhaw  Michel Charles Therrien 《Educational Research and Evaluation》2013,19(2-3):223-239

This paper describes the development and formative evaluation of a computer-assisted tutoring program to help students who experience problems learning to read. Based on a combination of social constructivist and behavioral theories, this program addresses the cost and quality issues associated with delivering high quality, cost-effective tutoring. Initial feedback on the beta version of the program provides support for developing a program designed with “just in time” support for tutors and interactive activities for tutees based on material that students are struggling with in their reading class.  相似文献   

Radio's Clutter Conundrum: Better Memory for Ads,Worse Attitudes Toward Stations     

Robert F. Potter  Coy Callison  Todd Chambers  Aimee Edison 《媒体管理杂志》2013,15(4):139-147

An experiment examined effects of increasing the number of advertising pods in radio. With the number of commercials kept constant, participants heard ads in 1 or 3 pods. Those exposed to the cluttered condition (i.e., 3 pods) reported the ads as more excessive and the commercial breaks more disruptive than those exposed to 1 pod. Clutter participants self-reported greater irritation than those hearing only 1 pod. This was supported by more frequent skin conductance responses in the clutter condition. However, other physiological measures suggested more cognitive resources were applied during the cluttered condition. Free recall and recognition were greater in the cluttered condition, although the latter not significantly so. Results are discussed in terms of the trade-offs management must make in deciding how to schedule advertising breaks in today's competitive radio marketplace.  相似文献   

Preschoolers Use Emotion in Speech to Learn New Words     

Jared M. J. Berman  Susan A. Graham  Dallas Callaway  Craig G. Chambers 《Child development》2013,84(5):1791-1805

Two experiments examined 4‐ and 5‐year‐olds' use of vocal affect to learn new words. In Experiment 1 (n = 48), children were presented with two unfamiliar objects, first in their original state and then in an altered state (broken or enhanced). An instruction produced with negative, neutral, or positive affect, directed children to find the referent of a novel word. During the novel noun, eye gaze measures indicated that both 4‐ and 5‐year‐olds were more likely to consider an object congruent with vocal affect cues. In Experiment 2, 5‐year‐olds (n = 15) were asked to extend and generalize their initial mapping to new exemplars. Here, 5‐year‐olds generalized these newly mapped labels but only when presented with negative vocal affect.  相似文献   

How Television is Changing Our Children     

Dr. Leslie J. Chamberlin  Dr. Norman Chambers 《Clearing house (Menasha, Wis.)》2013,86(2):53-57

The following vignette relates Becky Overholt's experience during a formal observation by her principal. At the time, Becky had a master's degree in curriculum, was a sixth-grade language arts teacher, and had 20 years of teaching experience.  相似文献   

Jacques Rancière’s Lesson on the Lesson     

Samuel A. Chambers 《Educational Philosophy and Theory》2013,45(6):637-646

Abstract

This article examines the significance of Jacques Rancière’s work on pedagogy, and argues that to make sense of Rancière’s ‘lesson on the lesson’ one must do more but also less than merely explicate Rancière’s texts. It steadfastly refuses to draw out the lessons of Rancière’s writings in the manner of a series of morals, precepts or rules. Rather, it is committed to thinking through the ‘lessons’ of Rancière in another sense. Above all, Rancière wants to ‘teach’ his readers something absolutely crucial about teaching. In making this claim the article emphasizes the extent to which Rancière advocates an utterly radical pedagogy, one that completely reconceives all the central elements of ‘schooling’, including teacher, student, intelligence and knowledge. Rancière thinks it possible to teach without knowing; he believes that the best schoolmasters can operate not on the assumption of their expertise, but on the equality of intelligence; and this means ultimately that Rancière contends that we can ‘teach what we do not know’. The best schoolmasters are ignorant schoolmasters. Rancière’s radical pedagogy depends upon, just as it consistently advances, a thoroughgoing resistance to a certain form of epistemological and ontological mastery. The rejection of mastery—of schoolmasters who would know it all, and convey this knowing to their students—forms the very backbone of all of Rancière’s writings and critical investigations. This is the chief reason why Rancière is, in a way, always talking about pedagogy, even when his subject matter appears to be something else entirely.  相似文献   

Content and method     

Anna Loe Russell  T. P. Yeatman  Ray E. Bruce  Gurney Chambers  Mohammed Sabie  Josephine H. Magnifico 《Peabody Journal of Education》2013,88(3):184-185

Educational Sociology: A Subject Index of Doctoral Dissertations Completed at American Universities, 1941–1963. Francesco Cordasco and Leonard Covello, compilers. (New York: Scarcecrow Press, 1965. Pp. 226. $5.00.)

The Prospective Teacher's Knowledge of Library Fundamentals. Ralph Perkins. (New York: Scarcecrow Press, 1965. Pp. 202. $4.50.)

Adolescents and the Schools. James S. Coleman. (New York: Basic Books, 1965. Pp. 121. $4.50.)

The Emergent in Curriculum. Gail M. Inlow. (New York: John Wiley and Sons, Inc., 1966. Pp. 353. $6.95.)

Studying History: How and Why. Robert V. Daniels. (New York: Prentice‐Hall, 1966. Pp. 105. $1.50. Paperback)

Physical Education: A Problem‐Solving Approach to Health and Fitness. Perry B. Johnson and others. (New York: Holt, Rinehart and Winston, 1966. Pp. 486. $6.95.)

Teaching Contemporary Mathematics in the Elementary School. Charles F. Howard and Enoch Dumas. (New York: Harper and Row, 1966. Pp. 309. $7.50.)

Education in Metropolitan Areas. Robert J. Havighurst. (Boston: Allyn and Bacon, 1966. Pp. 260. $3.50 Paperback)

The Adolescent Experience. Elizabeth Douvan and Joseph Adelson. (New York: John Wiley and Sons, 1966. Pp. 471. $7.95.)  相似文献