An assessment of the benefits of the diffusion of an innovation     

W.Duncan Reekie 《Research Policy》1982,11(4):261-266

A benefit-cost analysis of an innovative pharmaceutical in a relatively small market in the United Kingdom was carried out. The market was that for anti-tuberculosis drugs. The impact of the innovation, as it proceeded through its commercial life cycle, on competing products and on alternative hospitalisation therapy was evaluated. Despite the high cash price of the product relative to those it replaced this price was dwarfed by the benefits provided.  相似文献   

Rationalizing teacher roles in developing and assessing physical literacy in children     

Essiet  Inimfon Aniema  Salmon  Jo  Lander  Natalie J.  Duncan  Michael J.  Eyre  Emma L. J.  Barnett  Lisa M. 《Prospects》2021,50(1-2):69-86

PROSPECTS - Physical literacy serves as the foundation for several skills or attributes needed for lifelong physical activity participation. Based on its connection to physical activity, physical...  相似文献   

Negotiating school-university partnerships: Participants' voices in co-reform     

Dr. Janet Benton  Richard C. Zath  Frances Hensley Ed.D.  Duncan Waite 《The Urban Review》1996,28(3):257-278

Although many educators recognize the importance of voice, fostering voice in those who have traditionally been voiceless has been difficult. This article, like the program that it describes, tackles that challenge by having participants speak for themselves. Specifically, the participants speak about their involvement in the first year of an alternative teacher education project. In describing their involvement, the participants focus on their roles and relationships as well as the type of partnership and collaboration that emerged from this project.  相似文献   

Group Counseling and Group Procedures-Report of a Survey     

George M. Gazda  Jack A. Duncan  M. Eugene Meadows 《Counselor Education & Supervision》1967,6(4):305-310

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A Factor Analysis of the Role of the State Supervisor of Guidance Services     

Kevin E. Geoffroy  Jack A. Duncan 《Counselor Education & Supervision》1971,10(2):138-145

A review of the literature reveals that little research has been conducted on the role of the State Supervisor of Guidance Services. More specifically, the literature review did not yield any factor analysis studies on this role. A questionnaire sent to 280 state directors and supervisors of guidance services in the 50 states was the instrument used to gather the data that was subsequently analyzed on an IBM 360, Model 50 computer. The factor analysis yielded three major categories: Promotion, Service, and Noninvolvement. Since this is the only factor study conducted to date on the role of the State Supervisor of Guidances, it should serve as a foundation for similar future studies.  相似文献   

Economic Deprivation and Early Childhood Development   总被引：53，自引：0，他引：53  

Greg J. Duncan  Jeanne Brooks-Gunn  Pamela Kato Klebanov 《Child development》1994,65(2):296-318

We consider 3 questions regarding the effects of economic deprivation on child development. First, how are developmental outcomes in childhood affected by poverty and such poverty correlates as single parenthood, ethnicity, and maternal education? Second, what are the developmental consequences of the duration and timing of family economic deprivation? And, third, what is the comparative influence of economic deprivation at the family and neighborhood level? We investigate these issues with longitudinal data from the Infant Health and Development Program. We find that family income and poverty status are powerful correlates of the cognitive development and behavior of children, even after accounting for other differences—in particular family structure and maternal schooling—between low- and high-income families. While the duration of poverty matters, its timing in early childhood does not. Age-5 IQs are found to be higher in neighborhoods with greater concentrations of affluent neighbors, while the prevalence of low-income neighbors appears to increase the incidence of externalizing behavior problems.  相似文献   

Integrating actual time usage into the assessment of examination time extensions provided to disabled college engineering students     

Maya Golan  Gonen Singer  Neta Rabin  Dvir Kleper 《Assessment & Evaluation in Higher Education》2020,45(7):988-1000

Abstract

In this study, we suggest combining the monitoring of actual examination time used with grades in order to assess examination time extensions in terms of access provision and expected outcome. Using naturally-occurring data collected from a large sample (N?=?2315) of undergraduate engineering students, we argue that extended examination time may be regarded as providing equal access when a disabled student actually utilizes more examination time than a normally achieving student, regardless of the grade obtained. We further argue that extended examination time may be regarded as resulting in the expected outcome when a disabled student either (a) utilizes less or equal examination time and achieve grades that are lower than a normally achieving student, or (b) utilizes more examination time and achieve grades that are equal to a normally achieving student. In our data, equal access was provided in all courses (i.e. disabled students utilized more time than normal achievers), but the expected outcome (i.e. equal grades) was not observed in software and English examinations. The results of this study emphasize the importance of monitoring actual time usage in addition to performance measures when assessing examination time extensions.  相似文献   

Translating words into equations: a cognitive load theory approach     

Duncan Pawley  Paul Ayres  Martin Cooper  John Sweller 《教育心理学》2005,25(1):75-97

The conditions under which explicit instruction in checking, combined with worked examples, may be beneficial in learning how to translate sentences into algebraic equations was examined from the perspective of cognitive load theory. In two experiments it was shown that Grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, students with a low level of mathematical knowledge performed significantly better after receiving checking instructions than those who did not receive checking instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect.  相似文献   

A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics     

Ravit Golan Duncan  Jinnie Choi  Moraima Castro-Faix  Veronica L. Cavera 《Science & Education》2017,26(10):1115-1141

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students’ actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students’ learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas.  相似文献   

The significance of context for curriculum development in engineering education: a case study across three African countries     

Jennifer M. Case  Duncan M. Fraser  Anil Kumar  Ambrose Itika 《European Journal of Engineering Education》2016,41(3):279-292

Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical study is a comparative analysis of the context for curriculum reform in three different chemical engineering departments on the African continent, located in Kenya, Tanzania and South Africa. All three departments are currently engaged in processes of curriculum reform, but the analysis shows how the different contexts in which these efforts are taking place exert strong shaping effects on the processes and outcomes for that reform.  相似文献