Making the manual work: Techniques for validating computer documentation     

Neal Margolis 《Performance Improvement》1989,28(6):1-9

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Informational cultures: Facing challenges of institutional research within cross-continental settings     

Brian P. Nedwek  John E. Neal 《Research in higher education》1994,35(4):429-442

This article offers a modified conceptual framework to help classify and describe the array of challenges faced by higher education institutions when performing institutional research (IR) functions in cross-continental settings. This study is based on the experiences of IR offices at two universities: one with an undergraduate program of 1,000 students in Madrid, Spain; and the other with campuses in Austria, England, Switzerland, and the Netherlands, serving 1,000 students. An earlier version of this article was presented at the 14th Annual EAIR Forum, European Higher Education Society, Vrije Universiteit Brussel, Belgium, September 6–9, 1992.  相似文献   

On the Need for an Integrated Policy Infrastructure for the Delivery of Technical and Vocational Education in the Arab Gulf Region     

Larry Neal Garrett  Ali Farghaly 《比较教育学》1987,23(3):317-328

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A reflexive model for teaching instructional design     

Neal Shambaugh  Susan Magliaro 《Educational technology research and development : ETR & D》2001,49(2):69-92

Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.  相似文献   

ASD transition to mainstream secondary: a positive experience?     

Sinead Neal  Norah Frederickson 《Educational Psychology in Practice》2016,32(4):355-373

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Agreement between the force platform method and the combined method measurements of power output during the loaded countermovement jump     

Peter D. Mundy  Jason P. Lake  Patrick J.C. Carden  Neal A. Smith  Mike A. Lauder 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(1):23-35

There are two perceived criterion methods for measuring power output during the loaded countermovement jump (CMJ): the force platform method and the combined method (force platform + optoelectronic motion capture system). Therefore, the primary aim of the present study was to assess agreement between the force platform method and the combined method measurements of peak power and mean power output during the CMJ across a spectrum of loads. Forty resistance-trained team sport athletes performed maximal effort CMJ with additional loads of 0 (body mass only), 25, 50, 75 and 100% of body mass (BM). Bias was present for peak velocity, mean velocity, peak power and mean power at all loads investigated, and present for mean force up to 75% of BM. Peak velocity, mean velocity, peak power and mean power 95% ratio limits of agreement were clinically unacceptable at all loads investigated. The 95% ratio limits of agreement were widest at 0% of BM and decreased linearly as load increased. Therefore, the force platform method and the combined method cannot be used interchangeably for measuring power output during the loaded CMJ. As such, if power output is to be meaningfully investigated, a standardised method must be adopted.  相似文献   

Student Models of Instructional Design     

Susan G. Magliaro  Neal Shambaugh 《Educational technology research and development : ETR & D》2006,54(1):83-106

Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers (Kennedy, 1994). In a graduate ID course students constructed their own ID models. This study analyzed student models for (a) what ADDIE components were included (by teacher, nonteacher), and (b) model structural characteristics (by teacher, nonteacher). Participants included 178 students in 12 deliveries of a master's level ID course (115 teachers, 63 nonteachers). Our conceptual ID model is presented, and the ID model task is described. Students most frequently represented design, followed by program evaluation, needs assessment, development, and implementation. In terms of structural characteristics, 76 models were characterized as metaphoric, 61 dynamic, and 35 sequential. Three interrelated conclusions and implications for ID learning are offered. Susan G. Magliaro [sumags@vt.edu] is Director of the School of Education and the Center for Teacher Education at Virginia Tech. Neal Shambaugh is Assistant Professor of Instructional Design & Technology in the College of Human Resources & Education at West Virginia University. An erratum to this article is available at .  相似文献   

The spirit of Aggieland: Neoliberalism,militarization, and football culture at Texas A&M University     

Neal Ternes 《Review of Education, Pedagogy & Cultural Studies》2016,38(3):276-293

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Studying and Teaching White‐Collar Crime: Populist and Patrician Perspectives     

Neal Shover  Francis T. Cullen 《Journal of Criminal Justice Education》2013,24(2):155-174

White‐collar crime is both an integral part of undergraduate criminology courses and textbooks and the subject of enduring analytic controversy. Much of the latter can be traced to two conflicting but unrecognized conceptual paradigms employed by investigators and teachers when they examine white‐collar crime: Populist and Patrician. These perspectives differ in definitional approach to the concept, explicit recognition of the criminality of offenses committed by respectable citizens, how much attention is paid to the victims and costs of white‐collar crime, the analytic centrality of criminalization, and the variables and dynamics that purportedly explain variation in offending. Preference for one or the other analytic paradigm to some extent is predictable on the basis of a scholar’s educational background, type of institutional placement and disciplinary training. Explicit acknowledgment and pedagogical use of conflicting paradigms hold the potential to enhance students’ ability to think critically about white‐collar crime. It also makes clear that the disagreements that plague this area of inquiry are deeply rooted and thus are unlikely to be resolved soon.  相似文献   

The Information: A history,a Theory,a Flood     

Neal Fitzgerald 《档案与原稿》2013,41(2):108-109

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