Developing a Personal Grading Plan   总被引：1，自引：0，他引：1  

David A. Frisbie  Kristie K. Waltman 《Educational Measurement》1992,11(3):35-42

The purpose of this instructional module is to assist teachers in developing defensible grading practices that effectively and fairly communicate students' achievement status to their parents. In formulating such practices, it is essential that teachers first consider their personal grading philosophy and then create a compatible personal grading plan. The module delineates key philosophical issues that should be addressed and then outlines the procedural steps essential to establishing a grading plan. Finally, the features of several common methods of absolute and relative grading are compared.  相似文献   

Linguistic minorities in England: a report from the linguistic minorities project : University of London Institute of Education, 1983, 186 pp., £2.95     

David Stephens 《International Journal of Educational Development》1985,5(4):327-328

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Intramaze cues and “odor trails” fail to direct choice behavior on an elevated maze     

David S. Olton  Christine Collison 《Learning & behavior》1979,7(2):221-223

The relative importance of intramaze cues and extramaze cues in directing choice behavior on a radial arm maze was examined using a discrimination procedure which selectively rewarded rats for following only one set of cues. Rats in the intramaze group obtained food from a food cup on the end of each arm. Rats in the extramaze group obtained food from a food cup on a small platform just beyond the end of each arm. All rats were first shaped to perform correctly with the maze in a constant position. Then the maze was rotated to a new position after every choice. For rats in the intramaze group, the food moved with the arms, making intramaze cues relevant. For rats in the extramaze group, the food remained on the platforms (in the same position in the room), making extramaze cues relevant. Rats in the extramaze group performed almost perfectly during maze rotation, demonstrating that intramaze cues were not necessary to support accurate choice behavior. Rats in the intramaze group never performed better than chance, demonstrating that intramaze cues (from the rats, the reinforcement, and the apparatus) were not adequate to control choice behavior. The results of the present experiment are compared to those of other experiments describing the influence of “odor trails” or other olfactory stimuli on choice behavior in mazes.  相似文献   

Components of instruction toward a theoretical tool for instructional design   总被引：1，自引：0，他引：1  

Merrill  M. David 《Instructional Science》2001,29(4-5):291-310

This article defines primary knowledgecomponents for entities, actions, andprocesses. It also defines primaryinstructional strategy components. It proposesthat a different combination of strategy andknowledge components is required for differentkinds of instructional goals. It furtherproposes that if these fundamentalstrategy-knowledge component combinations arenot present that there will be a decrement inthe student's effective and efficientacquisition of the desired knowledge and skill.It further proposes that the underlyingarchitecture of an instructional strategy is acombination of primary strategy components andprimary knowledge components appropriate for,and consistent with, a given instructionalgoal. Instructional components are a theoreticaltool. They are not a method or developmentprocedure. These instructional strategy andknowledge components can be imbedded in a widevariety of different instructionalarchitectures based on a variety of differentphilosophical orientations. It is hoped thatone of the primary benefits of instructionalcomponents is to provide a common vocabularythat will enable designers, theorists, andinstructional developers to more clearlydescribe their products and procedures.  相似文献   

A comparison of Carnegie and NCES data on postsecondary faculty: Ambiguities and disjunctures     

David W. Leslie  Elaine C. Fygetakis 《Research in higher education》1992,33(4):447-465

This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results.  相似文献   

Practice and theory of distance education: course blueprint     

David Kaufman 《Distance Education》1984,5(2):239-251

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In-service training of primary teachers in Africa : a report edited by Jeremy Greenland, Macmillan, London, 1983, 324pp.     

David Stephens 《International Journal of Educational Development》1984,4(4):315-316

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Measuring adoption of the new primary school science course in Victoria     

David J. Symington 《Research in Science Education》1974,4(1):35-44

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Stiegler as philosopher of education     

Joff P. N. Bradley  David Kennedy 《Educational Philosophy and Theory》2020,52(4):332-336

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Genetic and environmental components of adolescent adjustment and parental behavior: a multivariate analysis     

Loehlin JC  Neiderhiser JM  Reiss D 《Child development》2005,76(5):1104-1115

Adolescent adjustment measures may be related to each other and to the social environment in various ways. Are these relationships similar in genetic and environmental sources of covariation, or different? A multivariate behavior-genetic analysis was made of 6 adjustment and 3 treatment composites from the study Nonshared Environment in Adolescent Development, using 674 same-sex adolescent sibling pairs aged 9-11. Cholesky decompositions of the total covariance matrix yielded additive and nonadditive genetic, and shared and nonshared environmental matrices. Factor analyses led to 3 factors for all but shared environment. The first 2 factors resembled Neuroticism and Extraversion factors typically found for personality; the third factor, parental monitoring and control, appeared to have different associations in different matrices.  相似文献