Book reviews     

Edwin B. Parker  Sherwin G. Swartout  Rudolf Modley 《Educational technology research and development : ETR & D》1961,9(1):69-75

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The economics of the STM information system     

Edwin Shelock 《Learned Publishing》1994,7(3):149-151

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Reading and speech problems as expressions of a specific language disability     

Edwin M. Cole  Louise Walker 《Annals of dyslexia》1966,16(1):55-73

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Attenuation of blocking with the omission of a delayed US     

Edwin Kremer  Thomas Specht  Robert Allen 《Learning & behavior》1980,8(4):609-616

Two experiments used rats in a CER paradigm to examine the relationship between static-cue conditioning and the attenuation of blocking with a US-omission procedure. Experiment 1 showed that the attenuation of blocking was correlated with static-cue conditioning. Experiment 2 showed that manipulations that normally enhance static-cue conditioning resulted in the attenuation of blocking effect. The implications of these results for current theories of Pavlovian conditioning are discussed.  相似文献   

Evaluation der Erziehungswissenschaft     

Stefan Hornbostel  Edwin Keiner 《Zeitschrift für Erziehungswissenschaft》2002,5(4):634-653

Auch die Erziehungswissenschaft ist gegenw?rtig mit wissenschaftspolitischen Erwartungen an Wettbewerb, Qualit?tssicherung und Evaluation konfrontiert. Der Beitrag analysiert Forschungsleistungen der Erziehungswissenschaft und nutzt dazu Daten des vom Centrum für Hochschulentwicklung (CHE) durchgeführten und in der Zeitschrift STERN ver?ffentlichten fachspezifischen Hochschulrankings. Er befasst sich zun?chst knapp mit der Kritik an diesen Hochschulrankings und reanalysiert dann die Daten im Blick auf Publikationen, Projektfinanzierung und Drittmitteleinwerbungen, auch im Vergleich zu anderen Disziplinen. Die Befunde zeigen eine relativ hohe Inklusionsbereitschaft unterschiedlicher Wissensformen, die nicht nur die evaluative, sondern auch die fachlich spezifische Definition und Bewertung von ‘Qualit?t’ erziehungswissenschaftlicher Forschung erschwert. Der Beitrag pl?diert für eine aktive und konstruktive Beteiligung der Erziehungswissenschaft an der Weiterentwicklung standardisierter, wissenschaftlich begründeter und zugleich auch wissenschaftspolitisch anschlussf?higer Indikatoren.  相似文献   

R&D price indexes and real R&D expenditures in the United States     

Edwin Mansfield  Anthony Romeo  Lorne Switzer 《Research Policy》1983,12(2):105-112

The rate of inflation in R&D is very difficult to measure. The official government statistics in the United States use the GNP deflator to deflate R&D expenditures. Little is known about the extent to which price indexes for R and D inputs, if they were constructed in various industries, would differ from the GNP deflator. This paper reports the findings of a study that attempts to fill this important gap. Laspeyres price indexes are presented both for R and D inputs and for inputs used in other stages of the innovation process. Also, price indexes for R and D inputs are constructed, assuming that the relevant production function is Cobb-Douglas. On the basis of the results, we estimate the extent and direction of the errors in the official R&D statistics due to the use of the GNP deflator.Our findings, based on detailed data obtained from firms accounting for about one-ninth of all company-financed R&D in the U.S., indicate that the GNP deflator underestimated the rate of price increase for R&D inputs during 1969–1979 in practically every industry we studied. The bulk of the apparent increase in real R&D in these industries (which was relatively modest in any event) seems to have been due to the inadequacies of the GNP deflator. One important moral seems to be that more attention and resources should be devoted to the construction of better price indexes for R&D.  相似文献   

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles     

Edwin B. Van Lacum  Miriam A. Ossevoort  Martin J. Goedhart 《CBE life sciences education》2014,13(2):253-264

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers.  相似文献   

Reflections as near‐peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial‐and‐error          下载免费PDF全文

Lauren M. Anstey  Alison Michels  Julianna Szymus  Wyanne Law  Man‐Hymn Edwin Ho  Fei Qu  Ralph T.T. Yeung  Natalie Chow 《Anatomical sciences education》2014,7(1):64-70

Near‐peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student‐based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial‐and‐error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near‐peer facilitators for an inquiry‐based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near‐peer facilitators in the acquisition of facilitation skills before entering into a process of trial‐and‐error within the classroom. Anat Sci Educ. 7: 64–70. © 2013 American Association of Anatomists.  相似文献