1998 NCME Election Results     

Jeffrey K. Smith 《Educational Measurement》1998,17(2):4-4

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Parents and Teachers: Partners in Improving Reading Skills     

Dr. R. Eleanor Duff  Dr. Margaret E. Adams 《Clearing house (Menasha, Wis.)》2013,86(5):207-209

How do we know when students have learned? is an important question. By way of a narrative example of a classroom lesson, the Essentialist philosophy is described. This philosophy is teacher-directed and lacks any inherent requirement for student understanding. Rather, a teacher delivers the required information, and students absorb then give back what was delivered. Five missing characteristics of learning—understanding, thinking, problems, questions, and feedback—from the narrative classroom are briefly discussed, and a student-centered philosophy is presented, which has the ability to support and sustain learning that is rich, substantial, and meaningful.  相似文献   

Ethno-poetry notes     

Walt Nopalito Smith 《International journal of qualitative studies in education》2013,26(4):461-467

It was the purpose of this study¹ to discover what five ninth‐graders (labeled “ at risk “ of dropping out of school) and their teacher (who was a member of the research team) would do to bring meaning and life to a basic‐track English curriculum. Dilemmas encountered by the teacher as he worked to involve students in building a literate community are interpreted through a social constructionist frame for what it means to be literate. Findings from this year‐long, topic‐oriented ethnography support the view that it is the quality of students’ literacy experiences, not their tracking placement per se, that influence the efficacy of those experiences. Most important to these basic‐track students was attaining a level of comfort that allowed them to get involved and have some fun engaging in a variety of relevant and sensory‐rich literacy events.  相似文献   

Feedback Analysis of the Movement Mechanisms of Handwriting     

Karl U. Smith  Robert Schappe 《Journal of Experimental Education》2013,81(4):61-68

To extend the feedback analysis of legibility in handwriting, a coordinate force transducer has been devised that makes possible the separate sensing of the right-left and near-far directions of writing motions and the converting of these movements to their electrical analogs. This method of transducing handwriting motions made possible systematic measurement of the effects of feedback displacement and delay of the visual feedback of writing movements and of analyzing the types of variation in legibility related to variable feedback factors. Results showed that differential directional defects and general disturbances in legibility and timing of writing movements occurred in relation to both visual feedback displacement and delay of writing motions. The findings give added support to the view that writing is not a form of discrete stimulus-response behavior or stimulus tracking, but consists of self-generated forms of response comparable to steering, in which accuracy, legibility, and learning are directly determined by feedback time factors and directional specificity of particular right-left and near-far coordinates of movement that dynamically control and project visual input in the writing act.  相似文献   

A Snap Shot of the World: Winter, 2012     

Pamela K. Smith 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):117-118

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A device for demonstrating the sympathetic nervous system in the common frog     

Margaret Q. Smith 《Peabody Journal of Education》2013,88(6):338-339

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Dream Writing: A new creative writing technique for secondary schools?     

Gilly Smith 《English in Education》2013,47(3):245-260

Writer and academic Gilly Smith examines the use of a new creative writing technique for school children inspired by the Automatic Writing of the Surrealists and the Free Writing of novelists and poets. Set within the discourse of Sir Ken Robinson, her argument is that Dream Writing can free expression, raising morale and standards in creative writing in schools while enabling children to see the originality of their own imaginations on the page. Analysing the results of a year‐long trial with Year 7 students, she finds evidence of significant impact on creative writing and a helpful settling exercise for the teacher.  相似文献   

Training future leaders     

Margaret Lynch Capone 《Communication quarterly》2013,61(3)

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Civil engineering and social change: The early history of the Paris Ecole des ponts et chaussées     

Margaret Bradley 《History of education》2013,42(3):171-183

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The Effects of Preschool Education: Some American and British Evidence     

George Smith  Terry James 《牛津教育评论》2013,39(3):223-240

ABSTRACT

Tensions between schools and the outside world have often arisen out of the lack of contiguity between the aims of child‐centred education and the demands of society on education. Technology now offers the opportunity for neutralising these tensions; it is argued that technology confers on individuals more autonomy and reduces the power of the large organisation by exposing the weaknesses inherent in its structure; as society becomes more individual‐centred the logic of child‐centred education will become more clearly apparent. Yet education in its perception of the effects of technological change is short‐sighted and its response is marked by a kind of stereotypy. Some reasons for education's difficulties in understanding the effects of technological change are advanced while some developments in schools are identified as positive reflections of technologically‐induced change. It is suggested that recognition and understanding of the processes underlying these developments is necessary if we are to promote the benefits to be derived from the new changes.  相似文献