ROLF—an open learning delivery system     

John Twining  Claire Botcherby  Christine Ward 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):129-134

The Resourced Open Learning Facility (ROLF) has been developed by the UK Skills Training Agency (STA) as a means of delivering off-the-job skill training in the national network of 60 skillcentres. STA introduced ROLF as a pilot scheme in six skillcentres at a time when the government was introducing a new programme for the long-term unemployed (Employment Training). The authors evaluated the pilot scheme and concluded that ROLF was working well for low achieving adults. ROLF is also important because it is a systematic approach to open learning delivery in a chain of centres under the same management. Most educational technology literature about open learning features materials, rather than delivery.  相似文献   

How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior     

Tenaha O’Reilly  Dr Gary Feng  Dr John Sabatini  Dr Zuowei Wang  Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295

In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content.  相似文献   

The necessity of each phase of the learning cycle in teaching high school physics     

John W. Renner  Michael R. Abraham  Howard H. Birnie 《科学教学研究杂志》1988,25(1):39-58

The learning cycle is a method of teaching—it is also a curriculum organization principle and is derived directly from the mental functioning model invented by Piaget. Although Jean Piaget contributed to the formation of the learning cycle (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study (SCIS). It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle. The learning cycle is built upon the premise that three distinct phases are necessary in developing understanding of a concept, that those phases have a definite sequence, and each phase has a definite structure or form. The research done in testing the form variable has already been reported in this journal (Renner, Abraham, & Birnie, 1985). This report explores whether or not each learning-cycle phase is necessary in learning a concept.  相似文献   

A content analysis of the presentation of the mole concept in chemistry textbooks     

John R. Staver  Andrew T. Lumpe 《科学教学研究杂志》1993,30(4):321-337

The goal of this study was to examine the means used by textbook authors to introduce, define, and explain the mole concept in high school and introductory college chemistry textbooks. The analysis was framed by four questions:

• 1 How is the mole defined?
• 2 What concepts about the atom are introduced prior to the mole?
• 3 Is Avogadro's constant presented as an experimentally determined value?
• 4 What is the context for introducing the mole?

Twenty-nine high school and introductory college level chemistry texts were examined. After independent reading of appropriate sections of each text, discussion of differences, second or third readings of texts, and subsequent discussions, both authors reach 100% agreement concerning the results. Major conclusions were

• 1 Two ways of defining the mole dominate the texts. One way defines the mole as Avogadro's number (6.02 × 10²³) particles; the other method defines the mole in terms of carbon-12.
• 2 All texts that present a definition in terms of C-12 introduce and define concepts about the atom prior to introducing the mole.
• 3 Most texts at all levels point out that the value 6.02 × 10²³ is an experimentally determined quantity.
• 4 Nearly all texts discuss the mole in relation to die problem of finding a way to count particles that are too small to be directly weighed. Most texts also use a familiar counting unit, such as the dozen, to introduce the mole by analogy.

Four issues were discussed: (a) the defining attributes of the mole concept itself and the cognitive requirements for comprehending the two most frequently used definitions; (b) the connection between the definition of the mole presented in the text and the concepts about atoms that are introduced before the mole concept is developed; (c) the experimental nature of Avogadro's number; and (d) the context or setting for developing the mole concept.  相似文献   

The role of the New South Wales Board of Secondary School Studies in Intermediate Certificate examination reform: 1937‐1949     

John R. Godfrey 《Journal of educational administration and history》2002,34(2):79-91

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A Second Dystopia in Education: Validity Issues in Authentic Assessment Practices     

John D. Hathcoat  Jeremy D. Penn  Laura L. B. Barnes  Johnathan C. Comer 《Research in higher education》2016,57(7):892-912

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The Impact of an SES-Based Model on a College's Undergraduate Admissions Outcomes     

Young  John W.  Johnson  Paul M. 《Research in higher education》2004,45(7):777-797

In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000).  相似文献   

死神与诗人     

何静静 《海外英语》2007,(9):28-29

这首诗出自于英国 17 世纪伟大诗人约翰·邓恩 ( 1572￣1631) 的《神圣十四行诗》。约翰·邓恩系玄学派代表诗人, 其诗歌通常给人留下一种舞台戏剧的印象。诗的开篇大都是以语言通俗、言辞激烈的戏剧性对话或争论的形式出现, 渲染了戏剧的舞台气氛, 在读者中产生戏剧悬念, 既而推动诗歌主题步步升华。诗人独具匠心, 在诗歌中巧妙运用戏剧表现手法, 通过使用一系列注重智力, 意象华丽且富含戏剧对比性因素的比喻, 将激情与推理融为一体, 给诗歌注入了新的活力, 向读者传达了奇妙的艺术效果。  相似文献   

Bloom,Neatby, and the Lung Fishes     

John W. Auer 《Interchange》1991,22(1-2):15-28

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How to decide how to decide     

R. Bhaskar  John A. Herstein  John R. Hayes 《Instructional Science》1983,12(3):267-277

This article attempts to characterize the general problem of selecting methods for decision-making. The traditional rational approach to choice is from economics, which offers expected-value maximization. The task environment of decision method selection, however, does not seem to provide the data necessary for carrying out the expected-value calculations. Our approach uses methods from the field of cognitive science. We develop the notion of domain size in fields such as chess, borrowing the concept of a chunk from human memory. We then develop a heuristic rule for choiceamongmethods. We propose this rule as one of many possible rules.  相似文献