LISP (Energy) — The framework     

Malcolm Carr  Beverley Bell  Valda Kirkwood  Jane McChesney  Roger Osborne  David Symington 《Research in Science Education》1986,16(1):169-174

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Diagnoses and their instructional implications-children’s agency and participation in school activities     

Eva Hjörne  Roger Säljö 《Emotional and Behavioural Difficulties》2019,24(3):219-223

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Developing the capacity of farmers to understand and apply seasonal climate forecasts through collaborative learning processes     

Neil Cliffe  Roger Stone  Jeff Coutts  Kathryn Reardon-Smith  Shahbaz Mushtaq 《The Journal of Agricultural Education and Extension》2016,22(4):311-325

Purpose: This paper documents and evaluates collaborative learning processes aimed at developing farmer’s knowledge, skills and aspirations to use seasonal climate forecasting (SCF). Methodology: Thirteen workshops conducted in 2012 engaged over 200 stakeholders across Australian sugar production regions. Workshop design promoted participant interaction, stimulated discussion, collected farmer experience of regional climate variability, improved understanding of climate drivers and increased participant skill in interpreting SCF linked to management decisions. Post-workshop surveys collected quantitative and qualitative data for statistical analysis and manual thematic coding. Findings: Over 68% of participants identified improved decision-making and risk reduction as the main benefits of using SCF products. High median self-evaluation ratings for gains in skills, knowledge and understanding of climate forecasts and perceived benefits in using climate forecasts in on-farm decision-making were found across stakeholder groups. No significant differences in self-evaluation rating gains were found between farmers, extension officers and millers, suggesting extension officers are less than optimally informed and skilled to support farmers in understanding and applying SCF. Practical Implications: Developing the capacity of extension officers to understand and interpret SCF may increase adoption of improved climate risk management in farmer networks. Theoretical implications: Collaborative learning activities in the agriculture sector, designed using experiential learning principles and evaluated using a logical framework, provide a robust model for improving the capacity of farmers to manage climate risk. Originality/Value: This paper contributes an example of evaluation of collaborative learning in facilitated agriculture climate risk workshops and discusses the value of learning through small group discussion.  相似文献   

The integration of the handicapped into the regular classroom: Effects of cooperative and individualistic instruction     

David W. Johnson  Roger T. Johnson 《Contemporary educational psychology》1981,6(4)

The effects of cooperative and individualistic learning experiences on interpersonal attraction between handicapped and nonhandicapped fourth-grade students were compared. Fifty-one students were assigned to conditions on a stratified random basis controlling for handicap, ability, and sex. Students participated in one instructional unit for 45 min a day for 16 instructional days. Behavioral measures were taken for cross-handicapped interaction within the instructional situation, during daily free-time periods, and during a postexperimental problem-solving situation with new peers. A number of attitude measures were also given. The results indicate that cooperative learning experiences, compared with individualistic ones, promote more cross-handicapped interaction during both instructional and free-time situations and more interpersonal attraction between handicapped and nonhandicapped students.  相似文献   

Preface     

Ann E. Austin  Roger G. Baldwin 《ASHE Higher Education Report》1991,20(7):xvii-xvii

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Assessment in South African Schools     

R. Cassius Lubisi  Roger J. L. Murphy 《Assessment in Education: Principles, Policy & Practice》2002,9(2):255-268

This article reviews assessment policy and practice in South African schools in recent years. A historical perspective is used to throw some light on current policy and practice. The key argument offered in the article is that vestiges of the old have strong mediating powers in defining what ultimately counts as 'transformed' assessment practice in the new dispensation. The dominance of a high stakes summative discourse is argued to have slowed down, if not threatened, progress towards the country's policy vision of more broadly-based and progressive assessment arrangements.  相似文献   

Learning Through Benchmarking: Developing a Relational, Prospective Approach to Benchmarking ICT in Learning and Teaching     

Robert A. Ellis  Roger R. Moore 《Higher Education》2006,51(3):351-371

This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between two universities with different missions: one an Australian campus-based metropolitan university and the other a British distance-education provider. It argues that the differences notwithstanding, it is possible to develop a useful and rigorous benchmarking relationship between such institutions that draws on previous benchmarking research and improves the approach by benchmarking key processes, not just outcomes. By defining a process used to embed ICT in subjects and using this as a focus of the benchmarking, a relational and prospective approach to quality assurance for ICT can be clarified, one which promotes coherence amongst the benchmarks that can be used for the purposes of improvement.  相似文献   

Effects of cooperative,competitive, and individualistic learning on students' achievement in science class     

Barbara Humphreys  Roger T. Johnson  David W. Johnson 《科学教学研究杂志》1982,19(5):351-356

The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Forty-four students were included in the study. Students were randomly assigned to conditions stratifying for sex. The results indicate that cooperative learning experiences promoted greater mastery and retention of the material being taught as well as more positive attitudes toward the experience than did competitive and individualistic learning experiences.  相似文献   

Effects of single-sex and mixed-sex cooperative interaction on science achievement and attitudes and cross-handicap and cross-sex relationships     

Roger T. Johnson  David W. Johnson  Linda E. Scott  Beverly A. Ramolae 《科学教学研究杂志》1985,22(3):207-220

Single-sex cooperative, mixed-sex cooperative, and individualistic learning situations were compared to determine if they promoted systematic differences in relationships between male and female students and handicapped and nonhandicapped students. One-hundred-fifty-four 5th-and 6th-grade students were assigned to conditions on a stratified random basis controlling for ability, sex, grade level, homerooms, and handicap. They participated in a study for 45 minutes a day for 21 days in science class. The results indicate that cooperative learning situations, compared with individualistic ones, promoted more positive cross-sex and cross-handicap relationships. Males achieved higher and had more positive attitudes toward science than did females.  相似文献   

Promoting teaching,learning and informed decision-making through the lenses of international large-scale assessment: looking beyond numbers     

Roger Säljö  Jelena Radišić 《European Journal of Psychology of Education - EJPE》2018,33(3):419-426

Public discussion on the quality of education in different corners of the world very much relies on the data provided by the international large-scale assessment (ILSA) studies. While aware of different methodological keystones and technicalities embedded in these, the idea behind this special issue is to contribute to the understanding of how students solve ILSA items and the kinds of literacy skills they rely on. A shared element of reported studies is that they seek to document and analyse test-taking as a concrete practice using different theoretical and methodological perspectives. We find such scrutiny to be important and significant at this point in time as it offers some new lenses through which ILSA items could be inspected and further discussed.  相似文献