Educational Video     

Ignacy Waniewicz  Alan Hancock  John Quick  Herbert Wolff  Fred Powledge 《Communication Booknotes Quarterly》2013,44(2):9-10

Ignacy Waniewicz's Broadcasting for Adult Education (Paris: Unesco [available in this country from New York: Unipub, Inc.], 1972–$4.50, paper)

Alan Hancock's Planning for ETV: A Handbook of Educational Television (New York: Humanities Press, 1972—$12.50)

John Quick and Herbert Wolff's Small-Studio Video Tape Production (Reading, Mass.: Addison-Wesley, 1972—$11.95)

Fred Powledge's Public Television: A question of Survival (Washington, D.C.: Public Affairs Press, 1972—$1.00, paper)  相似文献   

Learning to teach science in urban schools     

Kenneth Tobin  Wolff‐Michael Roth  Andrea Zimmermann 《科学教学研究杂志》2001,38(8):941-964

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching—working at the elbow of someone else—allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 941–964, 2001  相似文献   

Individual | collective dialectic of free‐choice learning in a community‐based mapping project     

Leanna Boyer  Wolff‐Michael Roth 《Environmental Education Research》2005,11(3):335-351

In this article we describe an instance of free‐choice learning in the context of an eelgrass mapping and stewardship project (the Project) that covers over 500 kilometers of coastline in British Columbia, Canada, and involves 20 volunteer groups. In this ethnographic case study we sought to (a) explicate the relationship between individual and collective learning in this free‐choice setting and (b) understand how a network of Project participants could both constitute a free‐choice learning setting and support such a setting. We articulate a dialectic relationship between individual and collective learning, which, unfortunately in our view, has not yet been explored in educational research. In this relation, collective learning fosters individual learning and vice versa, whereby individuals produce resources in action and as outcomes of their activities. These resources expand the action possibilities of the collective, and thus constitute learning. The stability of the network of Project participants, which brings about and supports collective and therefore individual learning, rests on the flexibility of the Project that enables local innovation and tailoring of mapping activities as well as access to expertise and tools produced by other groups and Project partners. The possibilities that arise in the Project for local people to participate in relevant ways constitute free‐choice learning settings.  相似文献   

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes     

Charlotte E. Wolff  Halszka Jarodzka  Niek van den Bogert  Henny P. A. Boshuizen 《Instructional Science》2016,44(3):243-265

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A Comparison of Techniques for Handling and Assessing the Influence of Mobility on Student Achievement     

Lindsey J. Wolff Smith 《Journal of Experimental Education》2017,85(1):3-23

Conventional multilevel modeling works well with purely hierarchical data; however, pure hierarchies rarely exist in real datasets. Applied researchers employ ad hoc procedures to create purely hierarchical data. For example, applied educational researchers either delete mobile participants' data from the analysis or identify the student only with the last school attended while including an explanatory variable indicating whether a student is mobile. This simulation study compared the parameter and standard error estimates of these two ad hoc procedures for handling and assessing the influence of mobility on outcomes with results based on use of the multiple membership random effects model. Substantial bias was found for some parameters when multiple membership data structures were ignored.  相似文献   

Assessing students’ understanding about levers: better test instruments are not enough     

Michelle K. McGinn  Wolff‐Michael Roth 《International Journal of Science Education》2013,35(7):813-832

This study was designed to investigate variations in students’ responses to lever problems across multiple assessment contexts and formats. Prior to and at the end of a four‐month science unit on simple machines, grade 6/7 students prepared semantic maps, wrote responses to application questions, discussed their written answers, and modelled solutions to practical problems using physical materials. We present data from pre‐ and post‐instruction interviews to show that students’ responses varied in kind and extent across assessment contexts and formats. Such variations in performance are consistent with situated cognition theories which assert that competence is heterogeneous across situations and is a function of interactions between individuals and the contexts in which they perform. Based on these findings, implications are drawn regarding more productive means of assessing students’ understanding in classrooms.  相似文献   

Data feedback and group problem-solving: An approach to organizational development in schools     

Eugenia Kelman  Gladys Wolff 《Psychology in the schools》1976,13(4):421-427

Two approaches to psychological consultation were combined for school staff development and improved organizational functioning: data feedback with group discussion. Data were collected on numbers, types, and outcome of referrals to the staffing team of two schools. Specific problems uncovered were discussed by the special services staff. As a result, the staffing team radically revised its procedures to utilize time of teachers and special services personnel more efficiently, to improve staffing team morale, and to provide better services to students. viewing the problems as organizational or systematic, rather than personal or interpersonal in nature, contributed to the success of the project.  相似文献   

The language question     

S Wolff 《American annals of the deaf》1972,117(6):595-596

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Cognitive and linguistic deficits in psychotic children     

J W Hagen  B G Winsberg  P Wolff 《Child development》1968,39(4):1103-1117

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Timing precision and rhythm in developmental dyslexia     

Peter H. Wolff 《Reading and writing》2002,15(1-2):179-206

Current research on the etiology ofdevelopmental dyslexia is generally informed byeither of two major hypotheses. One of theseassumes that the phonological processing ofconsonants and vowels at a segmental levelidentifies the core deficit in developmentaldyslexia and that it cannot be reduced todomain-general deficits of temporal informationprocessing. The other hypothesis holds thatphonological processing deficits aresymptomatic of an underlying, domain-generaldysfunction; and that at least some dyslexiasubtypes are causally related to domain generaldeficits of temporal information processing forauditory and visual stimuli. This report startsfrom the assumption that the terms temporal information processing andphonological processing as applied in currentdyslexia research, are frequently conflated. Further, it assumes that the conflated termsmust be decomposed into their concretebehavioral referents before the causalsignificance of either can be investigatedsystematically.The studies to be summarized in thisreport represents one step toward suchdecomposition. The findings indicated thatduring a motor sequencing task, dyslexicstudents anticipated the signal of anisochronic pacing metronome by intervals thatwere two or three times as long as those ofage matched normal readers or normal adults.These group differences were significant whenparticipants tapped with the preferred indexfinger alone or with both fingers in unison.Dyslexic students also took significantlylonger than normal readers did to recalibratetheir tapping responses when the metronome ratewas experimentally changed in the middle of atrial.In addition, dyslexic students, bycontrast to normal readers, had inordinatedifficulty reproducing simple motor rhythms byfinger tapping, and similar difficultyreproducing the appropriate speech rhythm oflinguistically neutral nonsense syllables.These difficulties were exaggerated whenparticipants had to synchronize theirperformance to an external pacing metronome.The implications of the findings for temporalinformation processing deficits on one hand,and impaired phonological processing on theother, are discussed.  相似文献