AIDS contaminates world's blood     

Connor S 《New scientist (1971)》1984,104(1431):5

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How do tutors use data to support their students?     

Steve Walker  Tom Olney  Carlton Wood  Anactoria Clarke  Moira Dunworth 《Open Learning》2019,34(1):118-133

ABSTRACT

Despite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them.  相似文献   

Teaching expressive writing to students with learning disabilities: research-based applications and examples   总被引：4，自引：0，他引：4  

Baker S  Gersten R  Graham S 《Journal of learning disabilities》2003,36(2):109-23; discussion 149-50

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On the evaluation of systemic science education reform: Searching for instructional sensitivity     

Maria Araceli Ruiz‐Primo  Richard J. Shavelson  Laura Hamilton  Steve Klein 《科学教学研究杂志》2002,39(5):369-393

We propose a multilevel‐multifaceted approach to evaluating the impact of education reform on student achievement that would be sensitive to context and small treatment effects. The approach uses different assessments based on their proximity to the enacted curriculum. Immediate assessments are artifacts (students' products) from the enactment of the curriculum; close assessments parallel the content and activities of the unit/curriculum; proximal assessments tap knowledge and skills relevant to the curriculum, but topics can be different; and distal assessments reflect state/national standards in a particular knowledge domain. To provide evidence about the sensitivity of the multilevel approach in ascertaining outcomes of hands‐on science programs we administered close, proximal, and distal performance assessments to evaluate the impact of instruction based on two Full Option Science System units—Variables, and Mixtures and Solutions—in a Bay Area school district. Results indicated that close assessments were more sensitive to the changes in students' pre‐ to post‐test performance than proximal assessments. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 369–393, 2002  相似文献   

A focus on “hands- on,” learner- centered technology at The Citadel     

Virginia DeRoma  Steve Nida 《TechTrends》2004,48(5):37-41

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CONSOLIDATING LEARNING FROM EXPERIENCE     

David Leat  Steve Mccarthy  Edward Peck 《Assessment & Evaluation in Higher Education》1992,17(2):89-100

The article describes an experiential learning programme at the University School of Education, Newcastle upon Tyne, in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. The evaluation revealed a contrast between high general satisfaction levels and low perceived relevance to teaching. This is analysed and discussed in relation to the perceptions student teachers develop during their training. The vital importance of briefing and debriefing in experiential programmes is emphasised, as an aid to learning when much of value is easily lost.  相似文献   

Changes in Korean Science Teachers' Perceptions of Creativity and Science Teaching After Participating in an Overseas Professional Development Program     

Soonhye Park  Soo-Young Lee  J. Steve Oliver  Bonnie Cramond 《Journal of Science Teacher Education》2006,17(1):37-64

This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices.  相似文献   

Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Book Review     

Steve Ryan 《Journal of Educational Change》2005,6(4):399-403

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A method for sequencing instructional objectives which minimizes memory load     

John C. Nesbit  Steve Hunka 《Instructional Science》1987,16(2):137-150

A Gagné-style learning hierarchy often permits a large number of alternate linear arrangements (sequences) of instructional objectives. An alternative is described here to traditional methods of choosing between sequences. Its premise is that, for every sequence, a value temed thememory load can be calculated which is theoretically related to the probability that students will fail to recall prerequisite objectives. A graph theoretic approach is taken in presenting an algorithm which generates a minimal memory load sequence from a learning tree, a restricted but frequently encountered type of learning hierarchy. In order to assess the effectiveness of the algorithm in generating low memory load sequences when given hierarchies which are not trees, it was applied to several published examples of learning hierarchies. The results indicated that the algorithm is effective as an heuristic, especially when combined with a hill-descending procedure which attempts to incrementally improve the generated sequence.  相似文献