DIFFERENT MODELS IN DESCRIBING,EXPLORING, EXPLAINING AND NURTURING CREATIVITY IN SOCIETY     

Klaus K. Society 《High Ability Studies》1995,6(2):143-159

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Assessing sex and career biases in screening candidates for a deanship: An experimental study     

David R. Johnson  Max D. Larsen  Joan K. Wadlow 《Research in higher education》1982,17(4):363-374

To test how sex biases operate in the screening of candidates for administrative positions, an experimental study was conducted to evaluate the contribution of gender and career pattern effects on candidates' ratings. Faculty from seven universities were asked in a task that was judged to be realistic to evaluate vitae of six candidates for a deanship of a college of arts and sciences. Experimental design permitted alteration of the vitae to change gender and career patterns. No significant difference was found in the ratings assigned to male and female candidates. Career break did have a significant effect; candidates with career breaks received higher ratings on the average than those without career breaks. There was no significant interaction of gender and career break. Three different ratings systems were used, but none interacted with either gender or career break. However, closer examination of screeners' ratings did suggest that career experience was evaluated in different ways for male and female candidates.  相似文献   

Breakthrough is a pathway best not taken     

David K. Dickinson 《Journal of Educational Change》2007,8(3):279-282

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The human dimension of development in India     

Ajit K. Das  Sharon F. Kemp 《International journal for the advancement of counseling》1994,17(3):193-204

This paper provides an overview of the level of economic development in India, with a brief explanation of the factors that have impeded rapid growth of the economy. Against this background information, the paper focuses on some social programs undertaken by government and non-governmental agencies to help the most vulnerable segments of society to deal with the adverse effects of industrialization and urbanization and to share in the benefits of economic development.  相似文献   

An Examination of Text Complexity as Characterized by Readability and Cohesion     

Deborah K. Reed  Sarah Kershaw-Herrera 《Journal of Experimental Education》2016,84(1):75-97

To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.  相似文献   

Hypothesis Testing and Proof by Contradiction: An Analogy     

C. A. REEVES  J. K. BREWER 《Teaching Statistics》1980,2(2):57-59

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Making broadcast television participative: Eliciting mathematical behavior throughSquare One TV     

Shalom M. Fisch  Susan K. McCann 《Educational technology research and development : ETR & D》1993,41(3):103-109

The current reform movement in mathematics education has called for new ways of teaching that encourage children to become active participants in mathematical problem solving. In this article, the potential of educational television to elicit such behavior is investigated by reviewing research on theSquare One TV television series. A sizable body of evidence indicates that, through viewer participation,Square One TV can promote mathematical behavior directly among its target audience of 8- to 12-year-olds. Described in the article are the types of viewer participation that have been observed, threeSquare One TV formats that have consistently been found to elicit participative behavior, and several characteristics of these formats that may have been responsible for increased viewer participation. If these characteristics are incorporated into future television-based materials, they may increase the potential of the materials to elicit active participation among viewers. The production ofSquare One TV and the research described here were supported by the National Science Foundation, the Corporation for Public Broadcasting, the Carnegie Corporation, and the U.S. Department of Education. Production of the first season was also supported by the Andrew W. Mellon Foundation and by the IBM Corporation. Additional funding for the fourth and fifth seasons was provided by the Intel Corporation. This article is based on a paper presented at the 1993 meeting of the American Educational Research Association in Atlanta, Georgia.  相似文献   

Infant search and object permanence: a meta-analysis of the A-not-B error     

H M Wellman  D Cross  K Bartsch 《Monographs of the Society for Research in Child Development》1987,51(3):1-67

Research on Piaget's stage 4 object concept has failed to reveal a clear or consistent pattern of results. Piaget found that 8-12-month-old infants would make perserverative errors; his explanation for this phenomenon was that the infant's concept of the object was contextually dependent on his or her actions. Some studies designed to test Piaget's explanation have replicated Piaget's basic finding, yet many have found no preference for the A location or the B location or an actual preference for the B location. More recently, researchers have attempted to uncover the causes for these results concerning the A-not-B error. Again, however, different studies have yielded different results, and qualitative reviews have failed to yield a consistent explanation for the results of the individual studies. This state of affairs suggests that the phenomenon may simply be too complex to be captured by individual studies varying 1 factor at a time and by reviews based on similar qualitative considerations. Therefore, the current investigation undertook a meta-analysis, a synthesis capturing the quantitative information across the now sizable number of studies. We entered several important factors into the meta-analysis, including the effects of age, the number of A trials, the length of delay between hiding and search, the number of locations, the distances between locations, and the distinctive visual properties of the hiding arrays. Of these, the analysis consistently indicated that age, delay, and number of hiding locations strongly influence infants' search. The pattern of specific findings also yielded new information about infant search. A general characterization of the results is that, at every age, both above-chance and below-chance performance was observed. That is, at each age at least 1 combination of delay and number of locations yielded above-chance A-not-B errors or significant perseverative search. At the same time, at each age at least 1 alternative combination of delay and number of locations yielded below-chance errors and significant above-chance correct performance, that is, significantly accurate search. These 2 findings, appropriately elaborated, allow us to evaluate all extant theories of stage 4 infant search. When this is done, all these extant accounts prove to be incorrect. That is, they are incommensurate with one aspect or another of the pooled findings in the meta-analysis. Therefore, we end by proposing a new account that is consistent with the entire data set.  相似文献   

Educational services in the University of Bath     

K. Austwick  N. D. C. Harris 《Higher Education》1972,1(2):245-249

Educational technology units, audio-visual aids centres or television services have been established in many British Universities during the present quinquennium. These have met with varied responses from academics, and several organizational patterns have emerged. This article sets out to describe the organizational structure and the range of services offered by the Educational Services in the University of Bath. The Service grew out of the amalgamation of several discrete and independent provisions within the University—projection services, a City-University television service, a unit in the School of Education and so on.Across the board involvement is achieved via a Senate Committee responsible for overall direction, credibility is established by the appointment of an existing academic staff member as director, and an internal bulletin provides the core of a communications system with the academics. Staff seminars on curriculum analysis and development, methods of evaluation and so on, backed up by occasional visiting speakers, provide theoretical backup to the practical and hardware services. An important aspect of the work of the Service is co-operation and co-ordination with the new University Library which has been designed to provide both book and non-book information services. Professor Austwick is the Chairman of the Senate Committee on Educational Technology, and Mr. Harris is the Director of Educational Services in the University.

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Les services annexes de l'enseignement a l'Universite de Bath

Résumé Des services rassemblant les moyens techniques d'enseignement, ainsi que des centres audio-visuels ou télévisuels ont été créés dans de nombreuses universités anglaises ces dernières années. Ils ont suscité des réactions différentes de la part du milieu universitaire et, de ce fait, des formes d'organisation différentes sont apparues. L'article vise à décrire l'organisation et la gamme des services qui se rencontrent en cette matière à l'Université de Bath. Le Service des moyens pédagogiques est né de l'intégration de plusieurs services indépendants qui existaient au sein de l'Université: services de projection, de télévision, un groupe de l'Institut d'éducation etc.Les relations avec le Conseil sont assurées par un comité responsable de la marche générale des services; le sérieux de l'entreprise est garanti par la nomination comme directeur d'une personalité membre du corps universitaire; la publication d'un bulletin intérieur fournit un moyen de communication avec l'ensemble des universitaires. Des séminaires consacrés à l'analyse et à l'élaboration des filières d'études, aux méthodes d'évaluation des résultats et autres sujets semblables sont animés par des spécialistes invités et procurent une aide théorique aux services d'exécution technique. Un aspect important de l'activité du Service réside dans la coopération et la coordination avec la nouvelle bibliothèque de l'Université qui a été concue pour diffuser l'information, que celle-ci soit livrescue ou non. Le professeur Austwick est président du Comité pour la technologie de l'enseigement et M. Harris est directeur du Service des techniques d'enseignement à l'Université de Bath.

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Gender Differences,Family and Psychological Factors Affecting School Performance in Greek Secondary School Students     

M. LIVADITIS  K. ZAPHIRIADIS  M. SAMAKOURI  C. TELLIDOU  N. TZAVARAS  K. XENITIDIS 《教育心理学》2003,23(2):223-231

High rates of school failure have been reported for secondary school students, with boys presenting more schooling difficulties. The aim of this study was to investigate the association between school performance and family and psychological factors. A sample of 1315 male and female secondary school students was recruited from 54 classes randomly selected out of a total of 534 classes in the Greek region of East Macedonia and Thrace. School performance was measured dichotomously according to the final school results (pass or fail). Family and sociodemographic data were collected and psychological problems were measured using the Youth Self Report (YSR). Male gender, low socioeconomic status, low parental education and parental separation were all positively associated with school failure. Those who failed scored higher on the YSR problem scales than those who passed, and boys were more affected by adverse circumstances than girls. The results indicate that students, especially boys, with psychological problems and those coming from families of low socioeconomic and educational status are at high risk of school failure.  相似文献