Textbook adoption: Insight,impact, and potential     

Michael A. Tulley  Roger Farr 《Publishing Research Quarterly》1985,1(2):4-11

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Distance Learning Video Grid: Online Teacher Exchange*     

Roger McHaney 《Decision Sciences Journal of Innovative Education》2009,7(2):457-462

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Leadership and creativity in East Asian schools     

Roger C. Shouse  Chenwei Ma 《Asia Pacific Education Review》2015,16(4):491-499

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The Highest Expression of Devotion: New Zealand Primary‐ Schools and Patriotic Zeal during the Early 1920s     

Roger Openshaw 《History of education》2013,42(4):333-344

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Open learning: its relevance to higher education     

Roger Lewis 《Higher Education》1990,19(2):259-269

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Face-to-face contact in blended learning for intercultural education: the role of teachers     

Roger Austin  Angela Rickard  Jacqueline Reilly 《Irish Educational Studies》2017,36(3):323-340

In societies experiencing or emerging from conflict, teachers often deliver educational programmes designed to build community cohesion. We report on research which examined teachers’ views of the implementation of a programme involving both face-to-face and online contact between pupils. Findings suggest that this blended approach is highly motivational, enhancing online work and relationship building. The research underlines the importance of the political, educational and historical context for work of this sort and the impact this has on the particular blend of online and face-to-face interaction. Implications for policymakers and teachers include value for money and sustainability of blended intercultural education in similar contexts.  相似文献   

Effects of ABRACADABRA Instruction on Spelling in Children With Autism Spectrum Disorder     

Benjamin Bailey  Roger J. Stancliffe 《Scientific Studies of Reading》2017,21(2):146-164

This study explored the effects of an evidence-based literacy program, ABRACADABRA, on the spelling abilities of children with autism spectrum disorder (ASD). Twenty children with ASD aged 5–11 years were assigned to matched instruction and waitlist control groups. Children in the instruction group received 26 hrs of individualized, home-based instruction using ABRACADABRA over a 13-week period. Results showed no change in children’s conventional spelling accuracy skills following ABRACADABRA instruction. However, an analysis of spelling attempts using the Computerized Spelling Sensitivity System (Masterson & Hrbec, 2011) revealed statistically significant gains in linguistic spelling accuracy for children in the instruction group relative to the waitlist control group, with large effect sizes. These findings suggest that ABRACADABRA improves aspects of spelling ability in children with ASD and that the Computerized Spelling Sensitivity System is a useful tool for detecting changes in the spelling abilities of children with ASD following literacy instruction.  相似文献   

EDITORIAL     

Roger Johnson 《Teaching Statistics》2011,33(1):1-1

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NEWS AND NOTES     

Roger Johnson 《Teaching Statistics》2011,33(2):48-48

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Formative assessment of procedural skills: students’ responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument     

Debra Nestel  Roger Kneebone  Carmel Nolan  Kash Akhtar  Ara Darzi 《Assessment & Evaluation in Higher Education》2011,36(2):171-183

Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn.  相似文献