Classical Particle Dynamics, Indeterminism and a Supertask     

Laraudogoitia  Jon Perez 《The British journal for the philosophy of science》1997,48(1):49-54

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From Partnership to Collaboration: aspects of theory and practice in the Welsh quality assessment methodology     

Jethro Newton  Jon Owen 《Assessment & Evaluation in Higher Education》1997,22(2):185-195

This paper outlines the fundamental principles of the quality assessment method used in Wales. It describes how these principles may be put into practice, and provides case studies from actual assessments to substantiate them. The paper draws on experiences from two perspectives: that of a quality assessment manager who is responsible for employing the method, and that of senior member of staff with responsibility for quality assurance at an institution which has been assessed. Although the case studies concentrate on the experiences gained at the North East Wales Institute of Higher Education (NEWI), background material is drawn from across the Principality.  相似文献   

Factors affecting students' attitudes and achievement in an astronomy computer-assisted instruction program     

Jon K. Wooley 《科学教学研究杂志》1978,15(2):173-178

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The XYY syndrome: a dangerous myth     

Beckwith J  King J 《New scientist (1971)》1974,64(923):474-476

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Education in the USSR: Russian or Soviet?     

Jon Judge 《比较教育学》1975,11(2):127-136

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Tuition and U.S. private college characteristics: The hedonic approach     

Jon D. Harford  Richard D. Marcus 《Economics of Education Review》1986,5(4)

Tuition at private colleges in the United States for the academic year 1982–1983 were statistically very closely related to quality characteristics associated with those colleges. Reduced form hedonic regressions reveal the equilibrium marginal tuition revenue estimates for over twenty important measures of quality, including faculty-student ratios, library size, and the percentage of the faculty holding Ph.D. degrees. These findings show that private college tuition responds in economically sensible ways to changes in public tuition, and changes in the quantity and quality of the faculties, facilities, and student bodies at private colleges.  相似文献   

SECONDARY ANALYSIS AND SCIENCE EDUCATION RESEARCH     

Jon D. Miller 《科学教学研究杂志》1982,19(9):719-725

This essay argues that the secondary analysis of existing data sets provides an important opportunity for researchers concerned with science education. The traditional arguments for the secondary analysis of large data sets-quality, costs, and the “science” of multiple analyses of the same data-are reviewed. The increasing number and quality of databases available, the introduction of new statistical technologies, and the severe reduction of federal support for science education are three new forces fostering secondary analysis in science education. Some cautions for secondary analysts are shared and three model secondary analyses are described. The essay concludes that the forces favoring secondary analysis in science education are increasing and that the completion of some secondary analysis prior to new data collection may become the normative expectation in the science education community.  相似文献   

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM-GC     

Wei Luo  Thomas J. Smith  Kyle Whalley  Andrew Darling  Carol Ormand  Wei-Chen Hung  Jui-Ling Chiang  Jon Pelletier  Kirk Duffin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1462-1481

This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students’ learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students’ learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students’ learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.  相似文献   

The evolution of the MasAgro hubs: responsiveness and serendipity as drivers of agricultural innovation in a dynamic and heterogeneous context     

Tania Carolina Camacho-Villa  Conny Almekinders  Jon Hellin  Tania Eulalia Martinez-Cruz  Roberto Rendon-Medel  Francisco Guevara-Hernández 《The Journal of Agricultural Education and Extension》2016,22(5):455-470

ABSTRACT

Purpose: Little is known about effective ways to operationalize agricultural innovation processes. We use the MasAgro program in Mexico (which aims to increase maize and wheat productivity, profitability and sustainability), and the experiences of middle level ‘hub managers’, to understand how innovation processes occur in heterogeneous and changing contexts. Design/methodology/approach: We use a comparative case study analysis involving research tools such as documentary review, key informant interviews, focus group discussions, and reflection workshops with key actors. Findings: Our research shows how a program, that initially had a relatively narrow technology focus, evolved towards an innovation system approach. The adaptive management of such a process was in response to context-specific challenges and opportunities. In the heterogeneous context of Mexico this results in diverse ways of operationalization at the hub level, leading to different collaborating partners and technology portfolios. Practical implications: MasAgro experiences merit analysis in the light of national public efforts to transform agricultural advisory services and accommodate pluralistic agricultural extension approaches in Latin America. Such efforts need long-term coherent macro level visions, frameworks and support, while the serendipitous nature of the process requires meso-level implementers to respond and adapt to and move the innovation process forward. Originality/value: This paper contributes to the debate on how to operationalize large programs by showing that the innovation support arrangements enacted in the field should allow for diversity and have a degree of flexibility to accommodate heterogeneous demands from farmers in different contexts as well as continuous changes in the politico- institutional environment.  相似文献   

ENVISION: the effectiveness of a dual‐level professional development model for changing teacher practice     

Daniel P. Shepardson  Jon Harbor 《Environmental Education Research》2004,10(4):471-492

The ENVISION professional development model uses active teacher involvement in inquiry and inquiry‐based teaching to enhance teachers' understandings about inquiry‐based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school‐based colleagues about teaching environmental science through inquiry. Therefore, professional development is conducted at two levels. ENVISION staff train teachers directly (called Level I participants) and these Level I participants in turn train their school colleagues (called Level II participants). The study reported here was designed to evaluate the effectiveness of this dual‐level professional development strategy. Results based on the first two years of the program revealed that: Level I participants enhanced their understanding of inquiry and inquiry teaching, with 25 out 30 (83%) changing their classroom practice; and that 21 out of 31 (68%) of Level II participants changed their classroom practice as a result of participating in Level I peer training. Peer training that involved modeling and practicing techniques and activities was particularly effective in producing change in practice for Level II teachers.  相似文献