Adult Literacy: Monitoring and Evaluation for Practice and Policy     

Daniel A. Wagner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,37(6):651-672

With the advent of the UN Literacy Decade launched in 2003, there is increased emphasis on monitoring and evaluation of adult literacy around the globe. The present paper presents an overview of the main approaches that have been taken to measure adult literacy within and across countries. A particular focus of the present review is to compare and contrast three models of literacy assessment: (1) the “traditional” model based largely on census enumeration, which has been used over recent decades to collect national and regional rates of illiteracy; (2) the large-scale survey techniques employed with the International Adult Literacy Survey and similar models; and (3) an intermediate type of assessment that borrows from the previous two models, and attempts to “tailor” the size and complexity of the survey methodology to the policy questions needing answers (called the SQC model). The present paper suggests that there is no single model or set of methods that are universally appropriate to monitoring and measuring in adult literacy around the world, but that blending both programmatic and comparative models through the SQC approach may bring greater involvement in, and insight into, adult literacy evaluations.  相似文献   

Book-Sharing for Parenting and Child Development in South Africa: A Randomized Controlled Trial     

Nicholas Dowdall  Lynne Murray  Sarah Skeen  Marguerite Marlow  Leonardo De Pascalis  Frances Gardner  Mark Tomlinson  Peter J. Cooper 《Child development》2021,92(6):2252-2267

This study evaluated the impact of a parenting intervention on children’s cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n = 70) receiving training in dialogic book-sharing (8 weekly group sessions) with a wait-list control group (n = 70). They were assessed before the intervention, immediately following it, and at a six month follow-up. The intervention had positive effects on child language and attention, but not behavior problems, prosocial behavior, or theory of mind. Intervention caregivers were less verbally and psychologically harsh, showed more sensitivity and reciprocity and more complex cognitive talk. This program benefitted parenting and child development and holds promise for low-income contexts.  相似文献   

Infants’ Preference for Social Interactions Increases from 7 to 13 Months of Age     

Maleen Thiele  Robert Hepach  Christine Michel  Daniel Haun 《Child development》2021,92(6):2577-2594

This study examined 7-to-13.5-month-old middle-class Western infants’ visual orienting to third-party interactions in parallel with their social attention behavior during own social interactions (Leipzig, Germany). In Experiment 1, 9.5- to-11-month-olds (n = 20) looked longer than 7- to-8.5-month-olds (n = 20) at videos showing two adults interacting with one another when simultaneously presented with a scene showing two adults acting individually. Moreover, older infants showed higher social engagement (including joint attention) during parent–infant free play. Experiment 2 replicated this age-related increase in both measures and showed that it follows continuous trajectories from 7 to 13.5 months (n = 50). This suggests that infants’ attentional orienting to others’ interactions coincides with parallel developments in their social attention behavior during own social interactions.  相似文献   

Looking at pictures     

Nicholas Tucker 《Children‘s Literature in Education》1974,5(2):37-51

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The Advanced Instructional Design Advisor     

Daniel J. Muraida  J. Michael Spector 《Instructional Science》1992,21(4):239-253

The Advanced Instructional Design Advisor is an Air Force project which involves the development and testing of automated instructional design guidance for use by Air Force technical training specialists in the development of computer-based training (CBT). This paper discusses the particular structure of an experimental instructional design advisor and how it has and will be used as a research platform to guide future efforts in automating instructional design. The experimental system described makes use of automated instructional strategies which can be systematically altered along a number of dimensions (e.g., amount of learner control, use of qualitative feedback during practice, etc.). Such a tool is essential to conduct research in this area, and has the added benefit of facilitating the rapid prototyping of CBT.  相似文献   

South African First-Year Students' Counselling Needs and Preferred Counselling Sources     

L.J. Nicholas 《International journal for the advancement of counseling》2002,24(4):289-295

This study investigated the personal career andlearning skills needs of first-year universitystudents and their preferred counsellingsources. Respondents completed structuredquestionnaires assessing their needs andpreferred counselling sources (n = 1292). Respondents expressed a preference for lecturesand professional help outside the university. They selected only five of forty two items forwhich they desired individual counselling. Knowing the preferred sources of counsellinghelp desired by clients would enable a betterservice and referral system.  相似文献   

Multiple determinants of “blocking” effects on operant behavior     

Ben A. Williams  Nicholas Heyneman 《Learning & behavior》1982,10(1):72-76

Blocking was investigated in a free-operant procedure by presenting a response-contingent signal prior to reinforcer delivery. At issue was the way in which blocking effects previously reported with this procedure are related to conditioned reinforcement effects, also previously found with similar procedures. Signal presentation decreased response rate when delay of reinforcement was 0 or .5 sec, but the signal increased response rate when the delay of reinforcement was increased to 3 sec. Thus, which effect (blocking or conditioned reinforcement) occurred depended critically on the response-reinforcer interval.  相似文献   

Overcoming visual obstacles with the aid of the Supposer   总被引：1，自引：0，他引：1  

Michal Yerushalmy  Daniel Chazan 《Educational Studies in Mathematics》1990,21(3):199-219

This paper presents research about the effect of intensive work with diagrams on high school students' use of diagrams in geometry. It identifies three obstacles, culled from previous research, which students must overcome when examining and interpreting diagrams: Diagrams are particular; common usage confuses certain standard diagrams with the classes of objects to which they belong; and a single diagram can be viewed and described in different ways. The paper outlines the resources of the Geometric Supposer, a set of microcomputer software tools which were designed to aid students in overcoming these obstacles. The bulk of the paper presents evidence from students' papers and classroom comments indicating that over the course of a year's work students using the Supposer became more facile in their use of diagrams and were able to overcome each of the three obstacles.The preparation of this paper was supported in part by the National Academy of Education's Spencer Fellowship program.  相似文献   

Investigating the development of professional learning communities: compare schools in Shanghai and Southwest China     

Jia Zhang  Nicholas Sun-Keung Pang 《Asia Pacific Journal of Education》2016,36(2):217-230

Abstract

This quantitative study investigated and compared the development of professional learning communities in schools located in two Chinese cities, namely, Shanghai and Mianyang. The two cities have significant differences in terms of educational, economic, social, and cultural development. While Shanghai is a directly controlled municipality in East China, Mianyang is a city of Sichuan Province in Southwest China. Based on the literature review and an analysis of the Chinese context, the authors developed a questionnaire to explore and compare the professional learning community (PLC) practices of schools in the two cities. Findings show that schools in Mianyang had more PLCs practices than those sampled schools in Shanghai, in terms of collaborative learning and facilitative leadership. Such differences could be explained by the educational, economic, social, and cultural differences between the two cities. Practical implications for school development in both Shanghai and Mianyang as well as suggestions for future research are provided.  相似文献   

Making it all work: the engineering graduate of the future,a UK perspective     

Nigel Spinks  Nicholas L. J. Silburn  David W. Birchall 《European Journal of Engineering Education》2007,32(3):325-335

High skills are today seen as being of vital importance to economies, industries, companies and individuals. The engineering industry is no exception and the graduate engineer has a key position in this regard. In the research reported in this paper, the authors use in-depth interviews with industry experts to investigate the provision of undergraduate engineering education in the UK. The current and future skill needs of industry are examined. A typology of future engineering roles and their requisite attributes is proposed. Implications for undergraduate engineering are also discussed.  相似文献