Reflections on the process of visual design     

Nicholas Tomlinson  John Stevens 《Instructional Science》1972,1(1):89-119

In this article, we are primarily concerned with the kinds of problems which lend themselves to solutions in visual, graphic terms. Essentially, they may be described as problems in communication which the designer attempts to solve by means of printed words or symbols, by the use of appropriate pictorial images or by exploiting audio-visual techniques.The author are practising designers who also share an interest in the teaching of graphic design; and these interests have determined the form of the discussion which follows. Some observations about the nature of design itself, about the various procedures available to the designer in tackling the problems which are brought to him, are illustrated with brief case histories selected from among those which have directly concerned the authors in the recent past. From these, they have ventured to draw some general conclusions about the possible range and scope of the contribution which the graphic designer may be expected to make-now, and in the future-to the solution of problems in visual communication.  相似文献   

The Role of Visual Indicators in Dual Sensory Mode Instruction     

Hyun‐Ju Jeung  John Sweller 《教育心理学》1997,17(3):329-345

Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators.  相似文献   

Using the newspaper to support children's emerging literacy     

June Rose Richie  Janet E. Foster  John M. Johnston 《Early Childhood Education Journal》1991,19(2):28-31

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.  相似文献   

Educational expenditures and student engagement: When does money matter?     

Gary R. Pike  John C. Smart  George D. Kuh  John C. Hayek 《Research in higher education》2006,47(7):847-872

The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The present research examined the relationships between higher education expenditures and students’ engagement in educationally purposeful activities, after controlling for a variety of student and institutional characteristics. Using data from a nationally representative sample of colleges and universities, the findings indicated that the relationships between expenditures and student engagement are very complex. Relationships differed by institutional control, students’ year in school, and the type of engagement measure included in the analysis.  相似文献   

The Q theory of investment, the capital asset pricing model,and asset valuation:a synthesis     

MCDONALD John F 《浙江大学学报(A卷英文版)》2004,5(5)

The paper combines Tobin's Q theory of real investment with the capital asset pricing model to produce a new and relatively simple procedure for the valuation of real assets using the income approach. Applications of the new method are provided.  相似文献   

Social Acceptance of Children with Intellectual Disabilities in an Integrated School Setting in Zambia: a pilot study     

Dabie Nabuzoka  John A. Rønning 《International Journal of Disability, Development & Education》1997,44(2):105-115

The social acceptance of a group of Zambian primary school children with intellectual disabilities by two groups of nondisabled children was examined. One group were in direct contact with the children with disabilities over a period of six months while the other was not. Nondisabled boys who had been in contact with children with disabilities had more positive attitudes than boys who had no direct contact, while no exposure effects were observed amongst girls. Gender differences amongst nondisabled children who had contact with peers with disabilities were not significant. Amongst the nondisabled children who had no contact with children with disabilities, girls had more positive attitudes than boys. The findings are preliminary, but offer directions for further research and have some implications for integrating children with disabilities into mainstream schools.  相似文献   

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity     

Rebekah Inez Brau  John W. Gardner  G. Scott Webb  Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32

We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.  相似文献   

Alternative conceptions in animal classification: A cross-age study     

John E. Trowbridge  Joel J. Mintzes 《科学教学研究杂志》1988,25(7):547-571

Employing a cross-age design, this study examined students' alternative conceptions in animal classification at the elementary, secondary, and college levels. Based on a previous study that made use of clinical interviews and a classification task, subjects (N = 468) were administered a multiple-choice/free-response instrument that probed understanding of the concept animal, the vertebrate/invertebrate distinction, and the principal vertebrate classes. Results suggest that students subscribe to a highly restricted view of animals; applying the label almost exclusively to vertebrates, especially to common mammals. When asked to distinguish between vertebrate and invertebrate animals and to classify several species into vertebrate groups, a wide range of alternative conceptions emerged. Cross-age comparisons indicate that many of these alternative views remain intact throughout the school years, while others yield more readily to formal instruction and/or nonschool experiences. Considered within the context of a neoconstructivist view of learning, several suggestions are offered for teaching concepts in animal classification.  相似文献   

The Rise and Fall of the Schools Science Project in East Africa     

Kevin M. Lillis  John Lowe 《Compare》1987,17(2):167-179

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An evaluation of secondary school studies as predictors of performance for accounting majors     

Pak K. Auyeung  John S. Sands 《The Australian Educational Researcher》1993,20(3):51-61

This study examines the impact that secondary school studies have on university accounting courses. Multiple regression analysis has been used to determine the significance of various academic factors. Secondary school accounting and mathematics were found to have far greater effectiveness in predicting results in the initial university accounting course than did other variables, but this benefit diminished in the second year and vanished in the third year of the accounting programme.  相似文献