Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation     

Shaw  David E.  Becker  Henry J.  Bransford  John D.  Davidson  Jan  Hawkins  Jan  Malcom  Shirley  Molina  Mario  Ride  Sally K.  Sharp  Phillip  Tinker  Robert F.  Vest  Charles  Young  John  Allen  Richard  Bakia  Marianne  Bryson  Rebecca  Chen  C. Samantha  Costello  Caroline M.  Deckel  Garrett M.  Dial  Marjorie R.  Kealey  Edith M.  Lehoczky  Sandor 《Journal of Science Education and Technology》1998,7(2):115-126

The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.  相似文献   

高个女孩的烦恼     

Rebecca Thomas  校园 《知识窗》2009,(3)

无论我走到哪儿,人们都会盯着我看。在杂货店,孩子们歪着脑袋,瞪大眼睛,一只手扯着妈妈的衣角,一只手指着我嬉笑不已。走在大街上,我能听到路人在嘀嘀咕咕谈论我的外表。  相似文献   

Employee Perceptions of Workplace Factors That Will Most Improve Their Performance     

Peter J. Dean  Martha Ray Dean  Rebecca M. Rebalsky 《Performance Improvement Quarterly》1996,9(2):75-89

Training is often the performance improvement solution of choice, yet how often does the best training not yield performance improvement? There is a growing body of evidence that indicates that many times performance improvement can be achieved faster, cheaper, and better by altering factors in the workplace than by training. This article describes an activity designed to illustrate the importance of workplace factors in improving performance and a study that demonstrates its validity. Results of the study indicate that two-thirds of the participants believed the environmental factors of information, resources, and incentives needed improving in order to enable them to improve their own performance.  相似文献   

Field Dependence Revisited I: Intelligence     

Julie A. Richardson  Tony E. Turner 《教育心理学》2000,20(3):255-270

This paper addresses a central problem for the theory of field dependence-its relationship with intelligence. Measures of field dependence (e.g. the Embedded Figures Test, EFT) are often found unable to display discriminant validity with conventional intelligence tests. Field independence is often associated with higher intelligence. This has resulted in an unhelpful see-saw debate as to whether field independence is, or is not, another manifestation of greater intelligence. Furthermore, they have only been able to discuss the quantitative differences between the styles. This paper is divided into three parts. Firstly, it examines research between field dependence and psychometrical intelligence, including a recent study which uses the Cognitive Styles Analysis (CSA) and compares the results with the Embedded Figures Test (EFT) to address the issue of whether the EFT is a valid measure of field dependence theory. The main part presents an argument for seeking a relationship with the componential subtheory of the Triarchic Theory of Intelligence (Sternberg, 1985a), which may have greater potential for describing qualitative differences in intellectual functioning. It is proposed that field-independents may be associated with a heuristic routine that gives priority to selective encoding and selective comparing. By contrast, field-dependents may give priority to selective combining and selective comparing. The third part of the paper offers a brief summary of a study which empirically explores these proposed associations using both the EFT and CSA to measure FI. The findings reveal that, in both cases, some degree of functional association is found. However, the relationship is stronger with the latter measure. The conclusion of the paper is that Witkin's theory of field dependence may be usefully observed and informed through Sternberg's Triarchic Theory of Intelligence.  相似文献   

Review of Trends in Journal Subscriptions — 1997     

Rollo Turner 《Learned Publishing》1999,12(4):285-286

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An Empirical Bayes Approach to Mantel-Haenszel DIF Analysis     

Rebecca Zwick  Dorothy T. Thayer  Charles Lewis 《Journal of Educational Measurement》1999,36(1):1-28

We developed an empirical Bayes (EB) enhancement to Mantel-Haenszel (MH) DIF analysis in which we assume that the MH statistics are normally distributed and that the prior distribution of underlying DIF parameters is also normal. We use the posterior distribution of DIF parameters to make inferences about the item's true DIF status and the posterior predictive distribution to predict the item's future observed status. DIF status is expressed in terms of the probabilities associated with each of the five DIF levels defined by the ETS classification system: C–, B–, A, B+, and C+. The EB methods yield more stable DIF estimates than do conventional methods, especially in small samples, which is advantageous in computer-adaptive testing. The EB approach may also convey information about DIF stability in a more useful way by representing the state of knowledge about an item's DIF status as probabilistic.  相似文献   

Plasma Homocysteine,Folate and Vitamin B<Subscript>12</Subscript> levels in senile cataract     

S. K. Sen  P. Pukazhvanthen  Rebecca Abraham 《Indian journal of clinical biochemistry : IJCB》2008,23(3):255-257

Elevated plasma Homocysteine level is an independent risk factor for age related (senile) cataract. Certain nutritional deficiencies, in particular Folate, Vitamin B₁₂, Vitamin B₆ relate inversely with Homocysteine level. This study was undertaken to evaluate the plasma level of Vitamin B₁₂, Folate, and Homocysteine of cataract patients and to study the interplay between them. Serum Homocysteine level is significantly increased in cataract patients when compared with control (p< 0.001). There was a significant decrease in the level of Folate as compared with control (p<0.001). There was a negative correlation between Homocysteine vs. Vitamin B₁₂ (p<0.01) and Folate (p<0.01) in the Cataract patients. Our findings suggest that increased plasma Homocysteine level is associated with decreased plasma levels of Folate and VitaminB₁₂ in Cataract patients, which might have a possible role in the root cause of cataract pathogenesis.  相似文献   

Young Children’s Mathematical Learning From Intelligent Characters     

Sandra L. Calvert  Marisa M. Putnam  Naomi R. Aguiar  Rebecca M. Ryan  Charlotte A. Wright  Yi Hui Angella Liu  Evan Barba 《Child development》2020,91(5):1491-1508

Children’s math learning (N = 217; M_age = 4.87 years; 63% European American, 96% college-educated families) from an intelligent character game was examined via social meaningfulness (parasocial relationships [PSRs]) and social contingency (parasocial interactions, e.g., math talk). In three studies (data collected in the DC area: 12/2015–10/2017), children’s parasocial relationships and math talk with the intelligent character predicted quicker, more accurate math responses during virtual game play. Children performed better on a math transfer task with physical objects when exposed to an embodied character (Study 2), and when the character used socially contingent replies, which was mediated by math talk (Study 3). Results suggest that children’s parasocial relationships and parasocial interactions with intelligent characters provide new frontiers for 21st century learning.  相似文献   

Chinese online gamers versus nongamers: A difference in social media use and associated well-being and relational outcomes?     

Rebecca Dredge  Shuang Chen 《Psychology in the schools》2020,57(9):1457-1474

Little is known about the social media use of online gamers compared with nongamers and whether the two forms of technology use manifest as the cumulative risk for relational and well-being outcomes in adolescents. Self-report data from 320 Chinese secondary school students (12–17 years) was collected for online gaming and social media use frequency, depression, satisfaction with life, and relationship quality with parents, teachers, and classmates. Once the sample was split into nongamers, light gamers, and heavy gamers, results showed that heavy gamers (cut-off at ≥2 or ≥3 h/d) were more depressed, used social media and the Internet more frequently and social media differently, and experienced more negative interactions with parents and classmates compared with nongamers. Significant differences were also found between light gamers and nongamers on certain variables. Findings indicate that heavy gamers are also using other media at heavy levels which places them in a more at-risk group for adverse well-being and relational outcomes.  相似文献   

‘By law,custom or local atmosphere’: Exploring institutional support in school-based contact programmes     

Rebecca Loader  Joanne Hughes  Andrea Furey 《British Educational Research Journal》2020,46(5):1044-1063

Allport’s intergroup contact theory outlines four conditions for effective contact: equal status between participants within the contact situation, cooperation, common goals and institutional support. While the literature indicates that institutional support may be a particularly important condition for effective contact, its role and impact remain under-researched, particularly in studies of contact within real-world contexts. This article seeks to address this gap through a study of institutional support within a school-based contact initiative operating in two countries, Northern Ireland and North Macedonia. Known as ‘shared education’, this promotes inter-school collaboration as a means of fostering contact between pupils from different ethnic or religious backgrounds. Adopting a qualitative approach and using data collected through interviews with staff involved in four shared education projects, this study explores three aspects: the extent to which shared education demonstrates support for contact; the factors that encourage or impede supportive contact norms; and the relationship between the norms of the school and those of other authorities, particularly parents and the community.  相似文献