Comparison of computer-assisted instruction and print drill performance: A research note     

Donald L. Campbell  Dennis L. Peck  Charles J. Horn  Robert K. Leigh 《Educational technology research and development : ETR & D》1987,35(2):95-103

A comparison of the performance of two groups of third-grade students practicing division problems is used to assess the effect of a commercial computer-assisted instruction (CAI) drill program on learning. The progress of the experimental group, who used the computer drill program, is compared with a similar group of students using a conventional print drill method. The data demonstrate that after five weeks of practice, no significant differences existed in the achievement level of either the experimental group or the control group. The findings further suggest that use of computer drill materials may be no more effective than print drill materials for assisting third-grade students to achieve proficiency level in learning division of whole numbers.  相似文献   

Technological balance of payments and international competitiveness: The case of the Federal Republic of Germany     

Ernst-Jürgen Horn 《Research Policy》1983,12(2):91-103

The so-called technological balance of payments has been widely and controversially discussed as an indicator of a country's performance in innovative activity and its role in the international transfer of technology. The main virtue of data on technological payments is usually ascribed to the fact that they are related to the output of innovative activity rather than to the input. And output indicators of innovative activity are in great demand in research on technical change, but in notoriously short supply.This paper examines the explanatory power of the technological balance of payments in the case of the West German economy. The drawbacks of West German data on the patents and licences account are discussed in detail. Then the patterns by industry and by country of the technological balance of payments are analyzed. Regarded across industries, a positive relationship is found between receipts — but not for payments — on patents and licences, on the one hand, and domestic R&D intensity, on the other. Technological payments seem to be closely related to foreign direct investment. For example, the bulk of payments to abroad is done by affiliates of foreign companies, to which only a very small fraction of receipts accrue. Taken together, there is no simple relationship between the technological balance of payments position and the innovativeness of countries. It would, therefore, be misleading to interprete the overall large deficit of the West German patents and licences account as an indicator of technological weakness. Furthermore, changes in the balance, particularly in recent years, suggest an increasing improvement.  相似文献   

Modeling the impacts of national and institutional financial aid opportunities on persistence at an elite Chilean university     

Catherine Horn  María Verónica Santelices  Ximena Catalán Avendaño 《Higher Education》2014,68(3):471-488

Much of the recent Chilean educational debate and reform has centered around issues of higher education cost, debt burden, and availability of grants versus loans. This quantitative case study of Pontificia Universidad Católica de Chile sought to understand the longitudinal contributions of combinations of types of financial aid to persistence of low-income students. The results identified that the aggregate availability of both grants and loans at the university-level has a net positive contribution beyond the contributions of national-level grants and loans. In finest distinction, however, only ministry aid (in the form of need-based grants and loans) decreased the likelihood of dropping out. Such findings suggest that universities may want to consider carefully as part of a comprehensive persistence plan how they leverage institution-level contributions to student aid packages.  相似文献   

Government funding and the independence of teaching and scholarship     

Michiel Horn 《Interchange》1983,14(4):6-12

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Modeling and Measuring High School Students’ Computational Thinking Practices in Science     

Arastoopour Irgens  Golnaz  Dabholkar  Sugat  Bain  Connor  Woods  Philip  Hall  Kevin  Swanson  Hillary  Horn  Michael  Wilensky  Uri 《Journal of Science Education and Technology》2020,29(1):137-161

Journal of Science Education and Technology - Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still...  相似文献   

Influences of Family Involvement in Kindergarten Transition Activities on Children’s Early School Adjustment     

Jean Kang  Eva M. Horn  Susan Palmer 《Early Childhood Education Journal》2017,45(6):789-800

Transition to kindergarten can be a pivotal experience for children because of its potential long-term impact on school performance. As the importance of relationships among contextual factors surrounding a child has been recognized, many schools have made efforts to establish strong ties with families in order to make kindergarten transition experiences as seamless as possible. Our current understanding of the role of family involvement in kindergarten transitions and the specific outcomes, however, is still somewhat limited. Using a combination of quantitative and qualitative research methods, this study investigated the impact of family involvement in kindergarten transition activities on children’s transition to kindergarten and their early school adjustment. Although quantitative results revealed that family involvement is not a significant predictor of children’s early school adjustment, qualitative evidence suggests that families believe their involvement in kindergarten transition has a positive influence. In addition, qualitative results provide information concerning barriers, which interfered with family involvement in the transition process. Based on these findings suggestions for schools and families of young children are provided.  相似文献   

The Right Kind of Wrong: A “Knowledge in Pieces” Approach to Science Learning in Museums     

Pryce R. Davis  Michael S. Horn  Bruce L. Sherin 《Curator: The Museum Journal》2013,56(1):31-46

Research has highlighted the vast gulf that exists between experts' and novices' understandings of science, and how difficult it is to bridge this gulf. When this research is applied to the design of museum exhibits and outreach material, it becomes clear that there is a tension between being scientifically correct and communicating effectively to a broad, diverse audience. In this paper we present a new approach to thinking about science learning in museums. Drawing on decades of research from the learning sciences, we argue that being “wrong” is an inescapable part of learning, and that not all simplifications are problematic. Instead, being “wrong” involves the gradual restructuring of many fine‐grained intuitive or commonsense notions that persist throughout the learning process and play an essential role in scientific expertise. We discuss the implications of adopting this approach for museum design.  相似文献   

SELF-REPORTED BELIEFS OF COMMUNITY COLLEGE STUDENTS REGARDING THEIR GROWTH AND DEVELOPMENT: ETHNIC AND ENROLLMENT STATUS DIFFERENCES     

Robert A. Horn  Corinna A. Ethington 《Community College Journal of Research & Practice》2013,37(5):401-413

This study examined whether community college students of differing ethnic backgrounds and enrollment status differed in their perceptions of their growth and development gains as a function of their college experience. The sample consisted of four ethnic groups intending to transfer to four-year institutions. Four gain scales were created to operationalize the student's perceptions of gains. The multivariate test for the interaction of ethnic group and enrollment status was nonsignificant; differences in perceived growth among ethnic groups did not depend on their enrollment status. Significant main effects were found in differences among ethnic groups and between full-time and part-time students.  相似文献   

An Examination of Pace's Model of Student Development and College Impress     

Corinna A. Ethington  Robert A. Horn 《Community College Journal of Research & Practice》2013,37(3):183-198

ABSTRACT

For 8 years Washington State has operated a performance funding policy, the Student Achievement Initiative (SAI). The policy allocates appropriations to the state’s 34 community and technical colleges based on points earned through student achievement of college-readiness, retention, and completion milestones. Grounded in a conceptual framework of principal-agent theory, this study explored one community college case to examine knowledge of, perspectives on, and responses to the SAI. Through semi-structured interviews with seven faculty, administrators, and staff, combined with document analysis, five themes emerged: information transmission, initiating the initiative, the point of the point, consequences of imperfect data, and faculty skepticism. This study concludes with implications and recommendations for practice and policy.  相似文献   

Learning from demonstrations: the role of visual search during observational learning from video and point-light models     

Robert R. Horn  A. Mark Williams  Mark A. Scott 《Journal of sports sciences》2013,31(3):253-269

In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the pointlight display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective.  相似文献