Preparation for lifelong education     

Frank W. Jessup 《Prospects》1970,1(2):25-29

Although a controversial concept and often badly understood, lifelong education, with its broad perspective and as a new field of research, seems to offer a way to bring the school and life closer together. This article illustrates how academic training may—or may not—predispose the student towards lifelong education. and was formerly Deputy County Education Officer for the County of Kent. He is also the Honorary Secretary of the (British) Universities Council for Adult Education and the Chairman of the Library Advisory Council (England).  相似文献   

Cross‐informant agreement of children's social‐emotional skills: An investigation of ratings by teachers,parents, and students from a nationally representative sample          下载免费PDF全文

Frank M. Gresham  Stephen N. Elliott  Sarah Metallo  Shelby Byrd  Elizabeth Wilson  Kaitlan Cassidy 《Psychology in the schools》2018,55(2):208-223

This study examines the agreement across informant pairs of teachers, parents, and students regarding the students’ social‐emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to 12th grades) with ratings by three informants (a teacher, a parent, and the student him/herself) and a second group of 164 students who had ratings by two raters in a similar role—two parents or two teachers. To assess interrater agreements, two methods were employed: calculation of q correlations among pairs of raters and effect size indices to capture the extant rater pairs differed in their assessments of social‐emotional skills. The empirical results indicated that pairs of different types of informants exhibited greater than chance levels of agreement as indexed by significant interrater correlations; teacher–parent informants showed higher correlations than teacher–student or parent–student pairs across all SEL competency domains assessed, and pairs of similar informants exhibited significantly higher correlations than pairs of dissimilar informants. Study limitations are identified and future research needs outlined.  相似文献   

Identifying Costs of Instructional Technology in Higher Education     

Schmidtlein  Frank A.  Taylor  Alton L. 《Tertiary Education and Management》2000,6(4):289-304

The current advocacy for rapidly increasing theuse of instructional technologies has not been accompanied bysufficient research on the costs of these modes of instruction. The purpose of this article is to illustrate the need for morecomprehensive research on instructional technology costs and toprovide a framework for examining these costs. First, to providecontext, some current assumptions about the growing use ofinstructional technology are discussed. Then various categoriesof costs are described.  相似文献   

Evaluation of an Educational Computer Programme as a Change Agent in Science Classrooms     

Johnnie Wycliffe Frank Muwanga-Zake 《Journal of Science Education and Technology》2007,16(6):473-490

I report on benefits from 26 teacher-participant evaluators of a computer game designed to motivate learning and to ease conceptual understanding of biology in South Africa. Using a developmental, social constructivist and interpretative model, the recommendation is to include the value systems and needs of end-users (through social dialogue); curriculum issues (learning theories in the ECP and those the education authorities recommend, as well as ECP-curriculum integration); the nature of the subject the ECP presents (e.g., Nature of Science); and the compatibility of the ECP with school computers.  相似文献   

Response to ACCEL: Emphasize Development,Domains, and Application     

Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Roeper Review》2017,39(3):199-202

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg’s proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific, particularly at later stages in the talent development process; (c) the challenge in applying ACCEL in the real world of schools; and (d) whether the arts and other performance areas are compelled to have an ethical theme in order to be valuable.  相似文献   

Epistemic and social scripts in computer–supported collaborative learning     

Armin?WeinbergerEmail author  Bernhard?Ertl  Frank?Fischer  Heinz?Mandl 《Instructional Science》2005,33(1):1-30

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College entrance programs of compensatory education: Experience in the U.S.A.     

Frank Laycock  J. Milton Yinger  Kiyoshi Ikeda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(3):301-310

This article summarizes an extended study carried out by Oberlin College, Ohio. Bright thirteen-year old black pupils were randomly assigned to experimental and control groups. The experimental group was given compensatory instruction until they were of college age. Comparisons with the control group showed that nearly all of these pupils — from backgrounds where completing secondary school and attending college are both unexpected — entered college.  相似文献   

Using Peer Coaching to Enhance Preschool Teachers' Development and Refinement of Classroom Activities     

Frank W. Kohler  Kerry M. McCullough  Kristin A. Buchan 《Early education and development》1995,6(3):215-239

This study examined teachers' development and refinement of classroom activities. An ABA design was used to compare three experimental conditions. Four teachers planned and conducted their activities independently during an initial phase, as well as evaluated the impact of their efforts with a structured checklist. Conversely, these tasks were completed with a partner during a coaching phase, as teachers observed one another's classroom activities and collaborated in the process of appraising their activities and planning new teaching episodes. Finally, these exercises were again conducted independently during a final maintenance phase. A wide range of outcomes were examined, including each teacher's procedural changes or refinements, corresponding measures of children's participation, teachers' appraisals of their activities and satisfaction with the peer coaching procedure. Four primary results are reported. First, all four teachers made procedural refinements in this study, and three individuals' changes occurred during the peer coaching phase. Second, all teachers' activity alterations corresponded with changes in children's participation. Third, the four teachers varied in their activity appraisals as well as the number and quality of suggestions generated for procedural change. Finally, all four teachers reported that collaboration provided important benefits, but also expressed concerns with one or more aspects of the coaching process. These results are discussed with regard to their implications for facilitating teachers' roles in developing and sustaining effective classroom changes.  相似文献   

Book Reviews     

Robert C. Snider  Robert M. Diamond  W. Patrick Leonard  Rex Stockton  Frank W. Norwood 《Educational technology research and development : ETR & D》1973,21(1):127-152

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Maternal employment and parent-infant interaction at one year     

Martha J. Zaslow  Frank A. Pedersen  Joan T. D. Suwalsky  Beth A. Rabinovich 《Early childhood research quarterly》1989,4(4)

The purpose of this study was to ask if parent-infant interaction differs in middle-class families with employed and homemaker mothers. Home observations of mother, father, and infant were carried out on weekday evenings, and observations of mother and infant as a dyad were performed during the daytime. Findings indicated group differences in the mother-father-infant context only, in which infants in the homemaker-mother group smiled and laughed more and were engaged more often in mutual looking and object play. Furthermore, daughters in the employed-mother group, but sons in the homemaker-mother group, received more parental stimulation encouraging their attention of objects.  相似文献