Response to a multi-media system     

M. Daniel Smith 《科学教学研究杂志》1969,6(4):322-332

Several physics classes followed an integrated multi-media, multi-modal teaching-learning system or schedule, and completed a number of evaluation instruments designed to collect data on both affective and cognitive variables, as well as on the resulting behaviors of teachers and students. The data lead to some tentative conclusions about reactions of students to different media in such a system, effects of media on learning, and the impact of the system on teacher self-concept. Conclusions relate to the future of such integrated systems and their effects on motivation and learning.  相似文献   

Individual differences in cognitive synthesis: An M-capacity analysis     

Terece Stovall Bell  Daniel W. Kee 《Contemporary educational psychology》1984,9(4):323-332

Individual differences in children's propensity to demonstrate cognitive synthesis were evaluated using an artificial reading task. Six-year-olds were asked to demonstrate the meaning of various sentences constructed of logographs, or whole-word symbols, which were arranged in either a meaningful (i.e., grammatical) or scrambled (i.e., ungrammatical) order. Some children demonstrated the sentences in a synthesized mode (expressing a single idea unit), while others used a nonsynthesized mode (expressing the meanings of individual logographs). Overall, synthesizers had a larger attentional reserve, or M-capacity, than nonsynthesizers. The two groups did not differ significantly in age, intellectual level, or reading achievement. As predicted by their larger M-capacity, synthesizers demonstrated from memory significantly more items from meaningful sentences than nonsynthesizers. However, when synthesizers attempted to integrate the scrambled sentences, the excessive operative schemes needed to reorganize the items reduced their recall performance to the level of nonsynthesizers.  相似文献   

Dealing with “induced migration” in university impact studies     

Daniel Felsenstein 《Research in higher education》1995,36(4):457-472

The migration-inducing effect of an institution of higher education is often overlooked in university impact studies. This paper deals with estimating the local economic impacts of a university accounting for the fact that students and staff induced to the area by the presence of the university are unlikely to remain in its absence. It is argued that this is an important aspect of the correct identification of the counterfactual position and a vital component in accurate impact analysis. A case study is presented relating to the short-term impacts of the Northwestern University campus in the city of Evanston, Illinois. The tendency to overstate this impact through the incorrect treatment of induced migration is illustrated. It is also shown that the estimated income and output impacts attributed to the university are very sensitive to changes in the local consumption patterns of migrants.  相似文献   

Evolving strategies for using interactive video resources in mathematics classrooms     

Richard J. Phillips  Daniel Pead  John Gillespie 《Educational Studies in Mathematics》1995,28(2):133-154

In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating.  相似文献   

Influences of Institutional Expenditure Patterns on the Development of Students' Leadership Competencies     

John C. Smart  Corinna A. Ethington  Robert O. Riggs  Michael D. Thompson 《Research in higher education》2002,43(1):115-132

The central purpose of this study was to examine the relationship between the expenditure patterns of over 300 colleges and universities and changes in students' perceptions of their leadership abilities over a 4-year period. Our findings, unlike those of most earlier studies, suggest that institutional expenditure patterns do have a statistically significant, albeit modest, influence on the growth of students' leadership abilities. These atypical findings, in the context of prior studies, may be due to conceptual and methodological attributes of this study that sought to alleviate the deficiencies in previous research noted by Wenglinsky, namely, the use of path analytic procedures to examine the indirect and direct effects of institutional expenditure patterns and distinguishing among different types of expenditure categories. The implications of these findings for those who study the effects of college on students and those responsible for promoting student learning are discussed.  相似文献   

Religion: The first requisite     

Daniel E. Ritchie 《Academic Questions》1996,9(4):5-6

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Computers and young children new frontiers in computer hardware and softwareor what computer should I buy?     

Daniel D. Shade 《Early Childhood Education Journal》1994,21(3):38-39

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Concepts of administrative effectiveness and the evaluation of school administrators   总被引：1，自引：0，他引：1  

Daniel L. Duke 《Journal of Personnel Evaluation in Education》1992,6(2):103-121

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Review article     

Ninian Smart  William Toombs 《Higher Education》1985,14(5):575-583

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Rhetoric and the origins of the human sciences: A Foucauldian tale untold     

Daniel M. Gross 《Quarterly Journal of Speech》2016,102(3):225-244

Michel Foucault’s famous history of the human sciences focused on “the order of things” and in doing so it overwhelmed a rhetorical perspective that can track the arts of moving souls: pedagogy, politics, and psychology. If we revisit Foucault from a rhetorical perspective there are consequences: (1) at the level of architectonic, we rediscover rhetoric’s role at the inception of the human sciences, and (2) at the level of thematic, we can make better sense of rhetorical phenomena such as the sixteenth-/seventeenth-century sacred arts of listening, which feature a “public ear.” Foucault’s late interest in the pastoral picks up this rhetorical thread, although he never was able to revise the disciplinary and biopolitical history implicated therein. This article initiates just such a revision, paying particular attention to historiographic questions, and to recent discussions of biopower that wind up looking very different from this rhetorical perspective.  相似文献