Measuring the Quality of Education: A Report on Assessing Educational Progress     

William J. Brown  Margaret Fleming  Jeremy M. Hughes  J. Robert Coldiron  Dale Carlson 《Educational Measurement》1982,1(4):17-19

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Today's Dilemma in Engineering Education     

Brown  Gordon S. 《Education, IRE Transactions on》1961,4(2):48-50

The present wide-scale activity to increase the science content of engineering curricula can, if not skillfully accomplished, result in the teaching of science, and not the engineering of science, to engineers. The changes experienced in the substance of the curricula are sometimes so great that faculties encounter great difficulty in providing worthwhile engineering examples to support their presentations of engineering science.  相似文献   

Invitation or Interrogation?     

John F. W. Brown 《English in Education》1977,11(2):9-14

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Research abstracts     

Robert Brown  Loran Twyford 《Educational technology research and development : ETR & D》1962,10(6):356-358

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Spatial pattern learning in the radial arm maze     

Brown MF  Giumetti GW 《Learning & behavior》2006,34(1):102-108

Rats experienced a spatial pattern of baited and unbaited arms in an eight-arm radial maze. The spatial pattern remained constant over trials, but the spatial locations that were baited varied unpredictably. Although there was no evidence of control by the spatial pattern during free choice training trials, the rats’ ability to locate baited arms in forced choice test trials was superior to that of animals in a control condition for which maze arms were not baited in a consistent spatial pattern. This is consistent with the results of experiments showing that spatial choices by rats in a pole box maze are controlled by abstract spatial patterns.  相似文献   

Securing Library Technology: A How-To-Do-It Manual     

Janis F Brown 《Journal of the Medical Library Association》2010,98(2):186-187

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Managing Electronic Records. 4th ed     

Marcy L Brown 《Journal of the Medical Library Association》2010,98(4):316-317

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Implementing internationalisation     

Roger Brown 《Perspectives: Policy and Practice in Higher Education》2013,17(2):42-47

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Understanding outcome-based education changes in teacher education: evaluation of a new instrument with preliminary findings     

Christopher Deneen  Gavin T.L. Brown  Trevor G. Bond  Ronnie Shroff 《Asia-Pacific Journal of Teacher Education》2013,41(4):441-456

Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students’ perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation.  相似文献   

Peer development as an alternative to peer observation: a tool to enhance professional development     

Jenny Byrne  Hazel Brown  Doreen Challen 《International Journal for Academic Development》2013,18(3):215-228

Many higher education institutions worldwide require that all academic staff undergo a peer observation of teaching each academic year. Within one department in a university in the South of England, questions have arisen about the value and purpose of the traditional ‘peer observation’ process, and as a result a new voluntary system of ‘peer development’ has been introduced. This paper explains the rationale underpinning the new peer development process, and explores its worth and value to those who have participated in it as a mechanism for professional development. Reflections on the process are considered, along with what can be done to improve the new system.  相似文献