References     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):124-136

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A History of Errors in the Analysis of Oral Reading Behaviour     

Stuart McNaughton 《教育心理学》1988,8(1-2):21-30

Abstract Behavioural analyses of oral reading behaviour have ascribed different functions to errors and the correction of errors. Two positions are discussed. One is the legacy of Skinner which views errors as problematic and which advocates near error‐less learning. The other position views errors and potential errors as providing opportunities for self regulation and enhanced feedback. On the basis of recent research this paper argues that errors can have generative and inhibiting effects on oral reading, depending on the instructional context and the literacy goals of the classroom.  相似文献   

A comparison of freshmen and seniors on general and specific essay tests of critical thinking     

Stuart M. Keeley  M. Neil Browne  Jeffrey S. Kreutzer 《Research in higher education》1982,17(2):139-154

There is much interest in the impact of college on critical thinking ability. Freshmen and seniors at a mideastern university were given either a general instruction or multiple specific instructions for critically evaluating one of two articles. All critiques were in essay form. Seniors provided more appropriate criticisms to both kinds of instructions for both articles. However, the absolute level of performance of seniors reflected major deficiencies in applying critical evaluation skills. It was concluded that while college seems to be having an impact, greater emphasis is needed on more directly teaching critical thinking skills in the classroom.  相似文献   

Discrimination reversal learning in newts     

Stuart R. Ellins  Robert E. Cramer  Glenn C. Martin 《Learning & behavior》1982,10(3):301-304

The results of field research suggest that, contrary to being behaviorally inflexible, some amphibians may have the ability to respond effectively to changing environments. The performance of seven newts (Triturus viridescens) was studied across 20 successive reversals of a spatial discrimination problem in a dry T-maze. Submersion in shaded water served as reinforcement for correct responses. The subjects showed a decrease in mean errors across reversals and across ordinal trials within sessions. These results are discussed in terms of the importance of using biologically relevant methodologies in the study of comparative animal learning.  相似文献   

Concept acquisition and the perception of meaning     

John K. Bengston  Stuart J. Cohen 《Contemporary educational psychology》1979,4(4):348-365

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Red in Tooth and Claw? Images of Nature in Modern Picture Books     

Stuart Marriott 《Children‘s Literature in Education》2002,33(3):175-183

This article questions whether the mediated experience provided by picture books contributes toward or hinders a realistic and appropriate appreciation of the natural world. Based on an examination of 1,074 books, it argues that picture book makers typically transform and domesticate animals and their habitats in ways that provide readers with highly misleading images and impressions. The article examines a few exceptional books that give an accurate and sensitive account of the animal kingdom and the natural environment, and argues that many more are needed.  相似文献   

The Educational Theory of Mary Sheldon Barnes: Inquiry Learning as Indoctrination in History Education     

Stuart A. McAninch 《Educational theory》1990,40(1):45-52

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The second‐year experience: Turning attention to the academy's middle children     

Jimmie Gahagan  Mary Stuart Hunter 《About Campus》2006,11(3):17-22

Sophomores are the quiet ones, finishing avoided general education courses, changing their academic majors and residences, and worrying about finances. Jimmie Gahagan and Stuart Hunter describe new efforts to bring these students out of the shadows and help them succeed.  相似文献   

Conference in Bath     

Stuart Macdonald 《The International Journal of Art & Design Education》1982,1(3):349-364

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IMPLEMENTATION AND EVALUATION OF PEER MARKING IN HIGHER EDUCATION     

Stuart A. Fry 《Assessment & Evaluation in Higher Education》1990,15(3):177-189

The implementation of peer marking within an existing tutorial system is examined. Peer marks were found to be in close agreement with the tutor's, lending credibility to the approach. The benefits of peer marking were discussed with the students, including their possible improvement in examination technique. This teaching approach has the added advantage in that the tutor can more easily act as a facilitator (rather than as an assessor) in the tutorial sessions. At the end of the year an evaluation of peer marking was carried out

Results from a questionnaire showed that five relative advantages of peer marking had been achieved. Further, the students believed that their work had been marked fairly, and that peer marks should count towards their end‐of‐year marks. Peer marking was found tobe most successful, fully complementing a tutorial system of teaching.  相似文献