Science education research interests of elementary teachers     

Dorothy Gabel  K. V. Samuel  Stanley Helgeson  Saundra McGuire  Joseph Novak  John Butzow 《科学教学研究杂志》1987,24(7):659-677

  相似文献   

School Art — What's in it?     

Dick Downing 《The International Journal of Art & Design Education》2005,24(3):269-276

In 2003/4 NFER undertook a study of the content of the art curriculum in secondary schools in England on behalf of the Arts Council England (ACE) and Tate Galleries [1]. In 18 schools, eight of which were identified as engaged with contemporary art practice (referred to throughout the article as the CAP schools), 54 art teachers were asked to describe the content of their most recently completed art module. ‘Content’ was taken as: the media and materials in which pupils worked; the artistic and cultural references used to support the teaching; the skills taught; and the thinking processes used. They were also questioned about the factors that influenced their choice of curriculum content and the aims that guided their choice of content. Most of the teachers (excluding the heads of department) were asked which of a set of six art images they would include in their teaching, and the reasons for their decisions. Teachers in the CAP schools were also asked to explain why they chose to include contemporary art. The findings revealed substantial differences between the two cohorts of schools, not all of which were related to the inclusion of contemporary art practice. A preoccupation with the teaching of skills was more apparent in the randomly selected schools, which also drew very heavily on the early twentieth century for their artistic references. Unsurprisingly, the CAP schools drew heavily on contemporary references, but included many from other periods, cited twice as many references overall, and had a generally more eclectic view of the purposes of teaching art.  相似文献   

The impact of financial aid on women's demand for higher education     

Stanley P. Stephenson Jr.  Tura W. Eisele 《Research in higher education》1982,17(4):345-361

The Educational Amendments of 1972 marked a new direction in public policy regarding the scope and purpose of financial aid to higher education. Aid became more student-oriented, and equality of opportunity for higher education became a goal. This empirical study with national longitudinal data has made a start in policy evaluation of the effect of the 1972 Educational Amendments on the higher education acquired by young women. The most important result of financial aid receipt for young women is that those who received aid averaged 0.64 more years completed of higher education and averaged .145 greater graduation probability than similar women who did not receive aid. These results were obtained in multiple regression models in which the effects of marital status, parental background, geographic locations and economic characteristics, and tuition level were controlled for. These results suggest that policy attempts to stimulate the higher education acquired by enrolled young women by increasing the availability of financial aid are well founded.  相似文献   

Resource reallocation in higher education in Britain     

B. M. Craven  B. Dick  B. Wood 《Higher Education》1983,12(5):579-589

During recent years the Higher Education (HE) sector in Britain has come under government pressure to reduce the scale of its operations and change the nature of its product. Much of the justification for this change has been provided by new right economists [1] who have concluded, on economic grounds, firstly that state supply of HE should be limited to investment in human capital and secondly that additional state finance is justified only to the extent of the value of the external benefits bestowed upon society.It is the purpose of this article to review the conventional economic assessment of HE and examine the policy implications of the economists' analysis. In particular it is suggested that resource redirection within HE is difficult because of the bureaucratic properties of educational institutions. The article concludes that what is required is a methodology to evaluate quality of output and a uniform method of calculating course costs within and between institutions.We are grateful to Professor C. K. Rowley, Dr. R. S. Thompson and P. Lee for helpful comments on an earlier draft. The usual disclaimer applies.  相似文献   

Integrating control generated by positive and negative reinforcement on an operant baseline: Appetitive-aversive interactions     

Stanley J. Weiss  Charles W. Schindler 《Learning & behavior》1989,17(4):433-446

The interaction of opposing motivational states was measured within a design in which rats barpressed for food in one stimulus and to avoid shock in another. Tone and light discriminative stimuli (Sds) were counterbalanced over incentive conditions. Extinction eliminated responding when neither Sd was present. To minimize the influence of competing peripheral operants or reinforcer-elicited behaviors during appetitive-aversive interactions, contingency parameters were manipulated to generate similar rates and patterns of barpressing in both Sds and stimulus-compounding tests were administered in extinction. On these tests, rates in tone, light, and tone plus light (T+L) were equivalent. In contrast, when the same reinforcer (i.e., food or shock avoidance) maintained comparable training rates in tone and in light, in testing, T+L controlled double the rates of the single stimuli—strong additive summation. These results were strikingly similar to those of single-incentive experiments concerned with the contribution of excitatory and inhibitory incentive states to the results of stimulus compounding. Simultaneously presenting two Sds whose implicit stimulus-reinforcer (S-S^r) contingencies were arranged to make them, respectively, conditioned appetitive and aversive exciters (present experiment) produced test results comparable to those of two Sds whose implicit S-S^r contingencies were arranged to make them both conditioned inhibitors. Reciprocal antagonism between these two motive states more than neutralizes them. It appears to produce a negative (i.e., an inhibitory) motive state.  相似文献   

Book reviews     

Bronwyn Davies  Mickele de Courcy  Michael Garbutcheon Singh  Jacqui Stanley  Ken Alexander 《The Australian Educational Researcher》1994,21(3):115-127

  相似文献   

AILEM Programme: a long‐term intervention to promote literacy learning in low‐performing primary schools in Chile     

Malva Villalón Bravo Corresponding author  Margarita Silva  Tonia Razmilic  Stanley L. Swartz 《Early Years: An International Journal of Research and Development》2005,25(2):97-111

After one year of implementation, this paper describes a programme designed to support literacy learning in low performing schools from poor sectors in Santiago, Chile. School‐based intensive training on theory and practice of a literacy learning framework for classroom instruction and long‐term support were used to impact the achievement of students from disadvantaged families in 16 kindergarten classrooms and 16 1st‐grade classrooms in nine primary schools. Preliminary results showed an improvement in learning achievement positively related to level of implementation of the literacy instruction framework in the classrooms and teachers' perception of an improvement in their knowledge and classroom practices. Although findings from this study cannot support definite conclusions, because of the lack of experimental conditions, they provide relevant information for future experimental studies on how to meet the literacy learning needs of children from disadvantaged backgrounds.  相似文献   

College attrition and the financial support systems of students     

Stanley I. Iwai  William D. Churchill 《Research in higher education》1982,17(2):105-113

Five groups of undergraduate students, dropouts (academic dismissals), low (GPA) stopouts, high (GPA) stopouts, low (GPA) persisters, and high (GPA) persisters were compared in terms of their responses to a checklist of financial sources of support. Clear sex differences were observed in the reliance on financial sources, either singly or in terms of total sources utilized. Differences related to year in school were also observed. The most significant finding related to attrition was that persisters relied on more sources of support than did withdrawers. This outcome was interpreted in terms of differences between persisters and withdrawers in motivational and personality characteristics that promote the seeking and securing of sources of support.  相似文献   

A Dialogical Approach to Understanding: Horizontal Evaluation   总被引：2，自引：0，他引：2  

Andrew Gitlin  Stanley Goldstein 《Educational theory》1987,37(1):17-27

  相似文献   

The legacy of Robert M. Gagné     

Gary J. Anglin  Walter Dick 《Educational technology research and development : ETR & D》2003,51(2):77-78

  相似文献