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Nick Van Matre John Ellis William Montague Wallace Wulfeck 《Instructional Science》1992,21(4):295-311
Based on the success reported by the behaviorally oriented programmed instruction movement in the 1960s, the Navy in the late 1960s and early 1970s began to individualize and self-pace a number of their high student throughput apprentice training courses. To facilitate self-pacing the Navy set up a centralized computer-managed instruction (CMI) system to manage self-paced courses. This paper describes the evolution of that CMI system, reviews a number of studies done on the system over 10 years (many of which were published as internal technical reports with restricted distribution), describes the demise of the system, and discusses future directions of self-paced and individualized instruction. 相似文献
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Wallace Josephine D. Nesbit Catherine R. Miller Anne-Courtney S. 《Journal of Science Teacher Education》1999,10(4):247-268
Journal of Science Teacher Education - 相似文献
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Leadelle Phelps Nancy Virginia Wallace Annie Bontrager 《Psychology in the schools》1997,34(3):245-252
In order to explore the possible confounding effects of age, race, sex, and socioeconomic status on developmental outcomes of prenatal cocaine exposure, two matched samples of preschoolers (20 children with cocaine/polydrug in utero exposure and 20 children with no prenatal drug exposure) were compared on the Stanford-Binet: 4th ed. (S-B: 4th ed.), Social Skills Rating System, Vineland Adaptive Behavior Scale—Survey Form, Preschool Language Scale: 3rd ed. (PLS: 3rd ed.), and the Child Behavior Checklist. None of the 40 children had attended or were currently enrolled in preschool programs. Both groups had scores approximately one standard deviation below the expected mean in social skills, auditory comprehension, and expressive language. Likewise, externalizing behavior difficulties were approximately one standard deviation above the mean for both groups. Results suggest in utero drug exposure had no independent impact on cognitive, social, language, and behavioral developmental outcomes when the confounding variables of age, ethnicity, gender, and SES were controlled. © 1997 John Wiley & Sons, Inc. 相似文献
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Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting
and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and
the types of literacy and language activities in which parents and children engage, are all related to young children’s developing
literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly
enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman
et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags
is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy.
This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions
for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme. 相似文献