Herschel in bedlam     

Steven J. Dick 《Metascience》2013,22(3):703-706

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Students' use of computers in UCT's 'walk-in' laboratories     

Laura Czerniewicz  Dick Ng'ambi 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):241-246

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A Theoretical Model for Preparing Incarcerated Youth for Careers in an Increasingly Technological World: Computational Logic as a Vehicle for Improving Human Decision-making Skills     

Karen Burstein  Craig J. Forsyth  Raymond W. Biggar  Sonya Hsu  Steven Dick  Paula Zeanah 《Journal of Criminal Justice Education》2017,28(3):411-427

Most youth in juvenile delinquent systems end up incarcerated due in part to poor decision-making skills. This study describes a theoretical framework undergirding the relationships across delinquency, learning climate, decision-making, and computational logic. This framework will inform a team of educators, criminologists, and psychologists, and their peers in computer science and mathematics, instructional software design, and content experts as they build and test an innovative instructional model for youth in secure care settings. The goal of the system is to improve human decision-making skills, while preparing youth for further education potentially leading to careers in STEM fields.  相似文献   

Uses of Narrative     

Dick Cate 《English in Education》1971,5(3):45-50

What concerns me here are the qualities which fictional narrative shares with that inner and outer storytelling that plays a major role in our sleeping and waking lives. For we dream in narrative, remember, anticipate, hope, despair, believe, doubt, plan, revise, criticize, construct, gossip, learn, hate, and love by narrative. In order really to live, we make up stories about ourselves and others, about the personal as well as the social past and future. Barbara Hardy, 'Towards a Poetics of Fiction'  相似文献   

School Art — What's in it?     

Dick Downing 《The International Journal of Art & Design Education》2005,24(3):269-276

In 2003/4 NFER undertook a study of the content of the art curriculum in secondary schools in England on behalf of the Arts Council England (ACE) and Tate Galleries [1]. In 18 schools, eight of which were identified as engaged with contemporary art practice (referred to throughout the article as the CAP schools), 54 art teachers were asked to describe the content of their most recently completed art module. ‘Content’ was taken as: the media and materials in which pupils worked; the artistic and cultural references used to support the teaching; the skills taught; and the thinking processes used. They were also questioned about the factors that influenced their choice of curriculum content and the aims that guided their choice of content. Most of the teachers (excluding the heads of department) were asked which of a set of six art images they would include in their teaching, and the reasons for their decisions. Teachers in the CAP schools were also asked to explain why they chose to include contemporary art. The findings revealed substantial differences between the two cohorts of schools, not all of which were related to the inclusion of contemporary art practice. A preoccupation with the teaching of skills was more apparent in the randomly selected schools, which also drew very heavily on the early twentieth century for their artistic references. Unsurprisingly, the CAP schools drew heavily on contemporary references, but included many from other periods, cited twice as many references overall, and had a generally more eclectic view of the purposes of teaching art.  相似文献   

Resource reallocation in higher education in Britain     

B. M. Craven  B. Dick  B. Wood 《Higher Education》1983,12(5):579-589

During recent years the Higher Education (HE) sector in Britain has come under government pressure to reduce the scale of its operations and change the nature of its product. Much of the justification for this change has been provided by new right economists [1] who have concluded, on economic grounds, firstly that state supply of HE should be limited to investment in human capital and secondly that additional state finance is justified only to the extent of the value of the external benefits bestowed upon society.It is the purpose of this article to review the conventional economic assessment of HE and examine the policy implications of the economists' analysis. In particular it is suggested that resource redirection within HE is difficult because of the bureaucratic properties of educational institutions. The article concludes that what is required is a methodology to evaluate quality of output and a uniform method of calculating course costs within and between institutions.We are grateful to Professor C. K. Rowley, Dr. R. S. Thompson and P. Lee for helpful comments on an earlier draft. The usual disclaimer applies.  相似文献   

The legacy of Robert M. Gagné     

Gary J. Anglin  Walter Dick 《Educational technology research and development : ETR & D》2003,51(2):77-78

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The sexual abuse of young people with disabilities: Treatment considerations     

Sheila Mansell  Dick Sobsey  Lorraine Wilgosh  Andre Zawallich 《International journal for the advancement of counseling》1996,19(3):293-302

Research has indicated that sexual abuse of individuals with disabilities is frequently repeated and chronic, and often results in significant harm to the victim. Furthermore, while abusers are most often family members or acquaintances, many offenses are committed by paid service providers and occur in disability service settings. Findings indicate that victims with disabilities often experience difficulty in obtaining treatment services that are accessible and appropriately adapted to their needs. Based on the necessity of appropriate treatment, considerations and strategies are discussed for therapy adaptations to meet the special needs of sexually abused young people with developmental disabilities.  相似文献   

The dick and carey model: Will it survive the decade?     

Walter Dick 《Educational technology research and development : ETR & D》1996,44(3):55-63

Many instructional designers and numerous organizations have adapted the Dick and Carey model for use in their training functions. This article reviews the changes that have occurred to the model in the 20 years since its original publication, and identifies various influences that may determine whether it will continue to be useful in the years ahead. Consideration is given to alternative instructional design textbooks and the potential decline in interest in instructional design within academic programs. The influence of constructivist theory on the 1996 version of the Dick and Carey model is described, and the long term impact of constructivist and objectivist models on public education and business and industry is assessed.  相似文献   

New Teachers’ Job Satisfactions     

Dick Tisher  Susan Taylor 《Asia-Pacific Journal of Teacher Education》1982,10(1):9-16

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