Effect of size and type of still projected pictures on immediate recall of content     

David M. Moore  Edward B. Sasse 《Educational technology research and development : ETR & D》1971,19(4):437-450

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Commentary on student interviews     

Sheri D. Sheppard  Larry Leifer  J. Edward Carryer 《Innovative Higher Education》1996,20(4):271-276

Student interviews provide valuable input into peer evaluation of teaching. Both the University of Georgia and Stanford University have explored ways of using student interviews to tap into student perspectives. The approaches taken by the two schools are compared in this paper. Similarities and differences are identified and discussed. In addition, the aspects of teaching that are best reflected upon by peers versus students are enumerated.Sheri D. Sheppard, an associate professor, has been at Stanford University in the Design Division of Mechanical Engineering since 1986. In addition to teaching both undergraduate and graduate design classes, she does experimental and analytical research on weld fatigue and impact failures, fracture mechanics, and applied finite element analysis. She is also a co-principal investigator with Professor Larry Leifer on a multi-university NSF funded project to critically review undergraduate engineering curricula. Before coming to Stanford, Dr. Sheppard completed her graduate studies at the University of Michigan and held several research and consultancy positions in the automotive industry. Larry Leifer received his Ph.D. in Biomedical Engineering, his M.S. in Product Design and his B.S. in Mechanical Engineering at Stanford University. He studied human information processing and biomedical engineering in laboratories in the U.S. and Europe before joining Stanford's mechanical engineering department faculty in 1976. Currently he is a professor in the design division where he teaches courses in engineering design based on industry-funded projects and distributed design teams. He studies and promotes this pedagogy through leadership in an NSF funded coalition of engineering schools which are revising undergraduate engineering curricula. Relatedly, he has developed the Smart Product Design laboratory and taught its curriculum for 10 years. As founding director of the Stanford Center for Design Research, he does design theoretic studies and objective evaluation of structured design methodology. Seeking to disseminate assistive devices for physically limited individuals, he co-founded the Tolfa Corporation (1989) and Independence Works, Inc. (1992), a product development enterprise that uses the Internet World Wide Web to bridge the technology transfer gap between research laboratories and disabled consumer markets. J. Edward Carryer is an Acting Assistant Professor in the Design Division of Mechanical Engineering at Stanford University. In addition to teaching both undergraduate and graduate courses in mechatronics, he is active in the organization of workshops on Mechatronics Education and the development of both graduate and undergraduate Mechatronics curricula. Before coming to Stanford in 1992, Dr. Carryer held positions in the automotive industry and as a consultant on mechatronic systems, including Chief Engineer at Creative Applications Engineering Inc. There his work involved projects on medical instruments, electronic engine controls and human environmental control systems. Dr. Carryer's graduate work was done at the University of Wisconsin, Madison and Stanford University.  相似文献   

Toward a Predictive Model of Community College Student Success in Blended Classes     

Edward Volchok 《Community College Journal of Research & Practice》2018,42(4):274-288

This retrospective study evaluates early semester predictors of whether or not community college students will successfully complete blended or hybrid courses. These predictors are available to faculty by the fourth week of the semester. Success is defined as receiving a grade of C- or higher. Failure is defined as a grade below a C- or a withdrawal. Method: Seven variables available to faculty are considered: gender, degree sought, students’ academic level, attendance for the first 4 weeks of face-to-face classes, scores on orientation extra credit assignments, grades on the first quiz, and grades on an early semester reflective essay. Logistic regression is used to evaluate the power of seven variables to predict successful course completion in 15 sections of two business courses: Introduction to Marketing and Marketing Research. Three hundred forty-three students were included in this study. Results show that completion of optional extra credit assignments offered during the first 2 weeks of the semester and performance on the first quiz are significant predictors of successful course completion. These results suggest that students’ self-regulation skill or learning presence in the community of inquiry model is a strong predictor of student success. A faculty-based model like the one presented here can help faculty to enhance their students’ chances of success by highlighting factors that predict successful course completion early in the semester.  相似文献   

An Empirical Investigation of the Efficacy of Multimedia Instruction in Counseling Skill Development     

B. Grant Hayes  Gordon E. Taub  Edward H. Robinson  Stephen A. Sivo 《Counselor Education & Supervision》2003,42(3):177-188

The purpose of this study was to examine the effects of multimedia instruction on students' counseling skill development. The participants were 73 beginning‐level counselor education students (20 men and 53 women, ages ranging from 24 to 47 years). Ratings of students' pre‐ and posttest video counseling tapes were used to assess the effects of the multimedia approach. The results found that there was no statistically significant difference among the levels of students' counseling skill development across the 3 (high‐tech multimedia, low‐tech multimedia, and traditional instruction) treatment groups.  相似文献   

Knowledge systems and the colonial legacies in African science education     

John R. Ziegler  Edward Lehner 《Cultural Studies of Science Education》2018,13(4):1101-1108

This review surveys Femi Otulaja and Meshach Ogunniyi’s, Handbook of research in science education in sub-Saharan Africa, Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region’s colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches.  相似文献   

Computer based simulation of laboratory experiments     

Norrie S. Edward 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):51-63

The author is currently developing computer based simulations of practical laboratory experiments in engineering. He takes the view that the aim of computer based simulations is to provide a learning experience as close to that of the lab as possible. This requires that the learning outcomes and methodology of practical work be established.
The paper starts with a review of published opinions on the intended learning outcomes of practical work. The views of staff and students of the School were established by conducting an internal survey. The paper then outlines the types of simulations possible on the computer before concentrating on the development of the operational simulations being used in the present context. The approach to obtaining fidelity in operation forms the main part of the paper.
The author is currently engaged in evaluating the effectiveness of one of the packages. He discusses the approach being taken and his views on the advantages and disadvantages of simulation. It is hoped that a subsequent paper will publish the results of the evaluation.  相似文献   

Issues in cross-cultural counseling: An examination of the meaning and dimensions of tolerance     

Judith A. Sutter  Edward J. McCaul 《International journal for the advancement of counseling》1993,16(1):3-18

While there is a clear need to address the ethical dimensions of cross-cultural counseling, the current literature lacks both a theoretical model of ethnic tolerance and a suitable measure for assessing the construct. The present study addressed this gap in the extant literature by (a) developing a measure of ethnic tolerance based upon extensive field work, (b) examining the measure's reliability and construct validity in light of two models of ethnic tolerance, and (c) examining the relationship of several factors (e.g., age, gender, and exposure to those of a different culture) to scores on the tolerance measure. Results indicated that the tolerance measure was best viewed as a unidimensional construct, had substantial content validity, and had modest construct validity. Respondents with more social contact with immigrants, as well as those who had positive experiences with immigrants, tended to score higher on the tolerance measure. Results underscore both the complexity of factors associated with tolerance and the need for counselor education programs to provide arenas for students to become aware of their own values and biases and how these may affect culturally-different clients.  相似文献   

Designing Teaching and Assessment Methods for Diverse Student Populations     

Mika Cho  Edward Forde 《The International Journal of Art & Design Education》2001,20(1):86-95

The American student population is becoming increasingly diverse in terms of race and culture. To address this pluralism, a study of learning style preferences was developed for purposes of designing more relevant teaching and assessment methods. Different theories of learning styles were incorporated into a survey that was administered to 483 students at four major universities. This survey compared learning style preferences according to ethnic and socio‐economic categories. Although it initially focused on students in Art and Design, it was eventually expanded to other disciplines for more inclusive reliability. The statistical analyses of this study are presented with corresponding recommendations for more effective teaching and assessment practices.  相似文献   

Generating multiple solutions for a problem: A comparison of the responses of U.S. and Japanese students     

Edward A. Silver  Shukkwan S. Leung  Jinfa Cai 《Educational Studies in Mathematics》1995,28(1):35-54

A task involving simple mathematics, yet complex in its call for the generation of multiple solution methods, was administered to about 150 U.S. students, most of whom were in fourth grade. Written responses were examined for correctness, evidence of strategy use and mode of explanation. Results for the U.S. sample were also compared to those obtained from about 200 Japanese fourth-grade students. Students in both countries (a) produced multiple solutions and explanations of their solutions, (b) exhibited almost identical patterns and frequency of strategy use across response occasions, and (c) used the same kinds of explanations, with a majority of the responses involving solution explanations that combined both visual and verbal/symbolic features. Nevertheless, Japanese students tended to produce explanations involving more sophisticated mathematical ideas (multiplication rather than addition) and formalisms (mathematical expressions rather than verbal explanations) than did U.S. students.  相似文献   

Surprise and change: Variations in the strength of present and absent cues in causal learning     

Wasserman EA  Castro L 《Learning & behavior》2005,33(2):131-146

It is said that “absence makes the heart grow fonder.” But, when and why does an absent event become salient to the heart or to the brain? An absent event may become salient when its nonoccurrence is surprising. Van Hamme and Wasserman (1994) found that a nonpresented but expected stimulus can actually change its associative status—and in the opposite direction from a presented stimulus. Associative models like that of Rescorla and Wagner (1972) focus only on presented cues; so, they cannot explain this result. However, absent cues can be permitted to change their value by assigning different learning parameters to present and absent cues. Van Hamme and Wasserman revised the Rescorla-Wagner model so that the α parameter is positive for present cues, but negative for absent cues; now, changes in the associative strength of absent cues move in the opposite direction as presented ones. This revised Rescorla-Wagner model can thus explain such otherwise vexing empirical findings as backward blocking, recovery from overshadowing, and backward conditioned inhibition. Moreover, the revised model predicts new effects. For example, explicit information about the absence of nonpresented cues should increase their salience (that is, their negative α value should be larger), leading to stronger associative changes than when no explicit mention is made of cue absence. Support for this prediction is detailed in a new causal judgment experiment in which participants rated the effectiveness of different foods’ triggering a patient’s allergic reaction. Overall, these and other findings encourage us to view human causal learning from an associative perspective.  相似文献