The effect of knowledge of correct results per item on verbal learning and retention     

Len F. W. De Klerk Jr.  Len De Klerk Sr. 《Instructional Science》1978,7(4):347-358

A report of an experiment to measure the effects of both overt and covert responses to educational stimuli with KCR (knowledge of correct results) feedback provided. In most studies of feedback, KCR (or KR) is given as a consequence of an overt response: Stimulus-Response-Feedback. In the case of a covert response, the student constructs his answer but does not react overtly to the presentation of a stimulus item. Forty Ss were randomly assigned to 1 of 4 groups further divided into 1 control group receiving no feedback and 3 groups receiving information (KCR) according to either overt or covert response patterns. A 25-item multiple-choice test was administered 5 times by means of a terminal consisting of a screen and a teletype. Results showed that the covert paradigm was the most effective. The experiment did not demonstrate that the covert process leads to better performance on a test administered later to measure retention. A tentative explanation for this negative result was that the time interval between the provision of feedback and presentation of the next item was of some relevance. A multiple comparison test revealed that the 3 treatment groups performed better than the control group.  相似文献   

Re–valuing the role of images in reviewing picture books     

Len Unsworth  Janet Wheeler 《Literacy》2002,36(2):68-74

This paper discusses the narrative role of images in three prize–winning children’s books: ‘The Rabbits’ by John Marsden and Shaun Tan; ‘Joseph had a Little Overcoat’ by Simms Taback; and ‘The House that Jack Built’ by Gavin Bishop. It is argued that the contribution of images to interpretive possibilities of the narrative are typically not sufficiently addressed in reviewing picture books. In dealing with this aspect of images in picture books, an approach to ‘reading images’ as described in the book of that title by Gunther Kress and Thao van Leeuwen is suggested as a productive resource for reviewers and teachers.  相似文献   

New Frames for Old?     

Len Biran 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(1):76-77

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Eye-Tracking Students' Attention to PowerPoint Photographs in a Science Education Setting     

David A. Slykhuis  Eric N. Wiebe  Len A. Annetta 《Journal of Science Education and Technology》2005,14(5-6):509-520

Eye-tracking technology allows for the determination of the exact location of the point of gaze of a subject's eye. This study sought to take advantage of this ability to determine how students attend to science related photographs. Pre-service science teachers were shown a PowerPoint^TM Presentation with embedded photographs. The photographs were classified according the Pozzer and Roth (2003) classification scheme. Special focus was given to the photographs classified as complimentary, most highly integrated with the text, and decorative, the least integrated with the text. A second variable, accompanying audio narration, was integrated into the study design. Analysis indicated complimentary photographs received significantly more attention from the subjects. The effect of audio narration was to blur this distinction as students spent a greater amount of time on the given slides. Using eye-tracking technology, this study was able to confirm that students' devote more attention to highly relevant photographs.  相似文献   

An Open Letter to the Research Assessment Exercise Panels     

Len Barton  Stephen Rowland  Jon Nixon  Richard Winter  Rob Withers 《Teaching in Higher Education》2013,18(2)

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Panel 1: Continuity and Change in University Scholarship     

Bernard Frischer  John Unsworth  Lorcan Dempsey  Tom Staley 《图书馆管理杂志》2013,53(3):245-260

ABSTRACT

Information technology developments over the past 3 decades have profoundly influenced university scholarship, but the relationship has been characterized by aspects of both continuity and change. This panel of presentations and ensuing discussion consider ways in which these developments drive changes in scholarly practice and present challenges for research libraries on issues such as interoperability or facilitating access in a networked environment.  相似文献   

Desperately Seeking Sanctuary: Learning from APEC,or Not PUTTING THE APE BACK IN APEC     

Len Findlay 《Review of Education, Pedagogy & Cultural Studies》2013,35(1-2):49-61

As I continue to shape and sequence my thoughts about the educational value and implications of the Free Trade Agreement of the Americas (FTAA) meetings in Quebec City, and their place in a series in many ways inaugurated in Seattle and most recently sustained in Genoa, the media in Canada are working over the Hughes Report.  相似文献   

Evaluating the language of different types of explanations in junior high school science texts     

Len Unsworth 《International Journal of Science Education》2013,35(6):585-609

Since 'it is written texts - and the talk around them - that provide the discursive means for the development of the 'higher mental functions' (Wells 1994), the quality of writing and explicit use of texts in teaching warrant close attention. This is not to diminish the importance of 'hands on' investigations, observation and negotiation of understanding through talk. However, the complementary use of effective texts has a significant role. This article demonstrates how functional language analyses differentiate explanation types and specify language features relevant to the effectiveness of texts in apprenticing students to the language forms of scientific English. Key differences between different types of explanations are illustrated, then sample text analyses show how language features index variation in explanation quality. Implications are drawn for the selection and use of texts and the role of knowledge about language in teaching critical comprehension and composition of science explanations.  相似文献   

Adapting the graduation efficiency index to provide a consistent basis for assessment of student progress towards graduation     

Brenda L. Killingsworth  Mahmud A. Mansaray  Len Rhodes 《Perspectives: Policy and Practice in Higher Education》2018,22(4):124-133

Graduation efficiency is of top concern for institutions of higher education throughout the world. Increasingly, accountability metrics have come under scrutiny as policymakers seek to ensure public resources are efficiently used. Traditionally, higher education policymakers in the USA and Europe have used graduation rate as an accountability measure to assess a university’s efficient use of resources. This time-to-degree method, however, does not take into account the shift in student demographics from a traditional full-time student to the diverse group of students pursuing higher education through varied paths, including balancing work with reduced course loads, studying abroad, completing internships, among others. These changes suggest additional accountability measures are needed to accurately capture student progress as it relates to resource utilisation. This research adapts the Graduation Efficiency Index proposed by Gillmore and Hoffman (1997) to a cohort-based model to allow for evaluating retention policies implemented by cohorts to improve student progress.  相似文献   

Problem-solving and university consultants     

Joseph P. Yaney  John R. Darling  C. Len Ainsworth 《Performance Improvement》1986,25(3):9-11

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