A Practical Introduction to Authoring for Computer-Assisted Instruction. Part I—IPS     

P G Barker  J W Steele 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(1):26-56

IPS is a sophisticated courseware authoring tool. This paper presents an overview of the language, its structure and mode of operation. Some illustrative examples of its use are given and the results of some initial investigations of its potential as a tool for computer-assisted instruction in an open-learning environment are briefly described.  相似文献   

Motivation and Engagement with Physics: a Comparative Study of Females in Single-Sex and Co-educational Classrooms     

Abraham  Jessy  Barker  Katrina 《Research in Science Education》2020,50(6):2227-2242

Research in Science Education - It has been argued that the establishment of single-sex classes for females can increase their motivation and participation in physics. This paper reports on...  相似文献   

Another look at doomsday     

Ewan Barker 《Interchange》1992,23(3):285-286

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The psy-disciplines go to school: psychiatric,psychological and psychotherapeutic approaches to inclusion in one UK primary school     

Beth Barker 《International Journal of Inclusive Education》2018,22(6):638-654

A growing body of research, largely from the global North, and particularly from North America, highlights the increasing psychiatrisation, medicalisation and psychologisation of children and childhood, and suggests that schools and educators play a key role in these processes. This increasing diffusion of psy-expertise within educational spaces signifies a cultural shift that has profound effects on teacher and student subjectivity, and on institutional and professional practices. Educators in many countries are said to be on the ‘front-line’ in identifying mental health issues, recommending treatment pathways, and sometimes helping to administer psychopharmaceuticals. The alacrity with which educators engage in these practices varies internationally, with reported occurrence being much higher in the United States and Canada, compared to the United Kingdom, where there is a lack of research. Drawing upon a case study in a UK primary school, this paper makes an original and timely contribution to research into UK teacher’s perceptions of inclusion in relation to social, emotional and behavioural difficulties and, in particular, attention-deficit hyperactivity disorder, as they navigate the interface of psychology and education. Contrary to some previous research, the educators in this study viewed the distribution of psychopharmaceuticals negatively, and showed a preference for psychotherapeutic approaches to inclusion. This research provides much needed empirical findings to a growing but largely theoretically informed body of research exploring whether, and if so then how, educators are implicated in the mobilisation of psy-expertise within children’s lives.  相似文献   

Putting Thought in Accordance with Things: The Demise of Animal-Based Analogies for Plant Functions     

Miles Barker 《Science & Education》2002,11(3):293-304

Scientists' attempts to understand plant functions by ascribing animal functions to plants – the analogist tradition, derived from Aristotle – began to be superseded in Europe by an experimentalist tradition in the seventeenth century. In classrooms today, science students learning about plant functions (exemplified here by the topic of transpiration) face a parallel dilemma: the pitching of their own habitual mental processes of analogy building (enhanced by the suggestive morphology of plants)and the persuasiveness of everyday language (for example, about plants and water)against the new experimental evidence presented by the teacher. In the case oftranspiration, six practical suggestions whereby teachers can support students in thisstruggle to put their thoughts (especially everyday mental models) in accordance withthings (classroom experimental evidence) are advanced. The wider implications forhow we teach about Living Things, and how we view the status of analogies in sciencegenerally, are discussed.  相似文献   

Criminal investigation of child sexual abuse: a comparison of cases referred to the prosecutor to those not referred     

Stroud DD  Martens SL  Barker J 《Child abuse & neglect》2000,24(5):689-700

OBJECTIVE: The present study sought to identify characteristics of child sexual abuse cases which differentiate cases referred for criminal prosecution ("criminal-action") from those not referred ("dropped") by investigators. METHOD: The study sample consisted of 1043 children who completed a forensic interview for sexual abuse that allegedly occurred at the hands of an adult between January 1, 1993 and December 31, 1996 in Bernalillo County of New Mexico. Data was systematically obtained from forensic interview files and offender records at the local prosecutor's office. RESULTS: Differences between criminal-action and dropped cases were found in relation to the children (age, sex and ethnicity), the alleged offenders (age, sex and relationship to child), and the case characteristics (disclosure and injury to the child). CONCLUSIONS: The present study provided insight into the characteristics of a previously ignored population (reported child sexual abuse cases that are not referred for prosecution). Recommendations are made to address the needs of these children and their families.  相似文献   

Should classification of the UK honours degree have a future?   总被引：1，自引：0，他引：1  

Lewis Elton 《Assessment & Evaluation in Higher Education》2004,29(4):415-422

The classified honours degree has so much prestige and so venerable a tradition that only very serious and systemic changes could justify the question as to whether classification has a future. However, while this paper argues that such changes have indeed taken place in the past 30 years, the main arguments for change are pedagogical. The proposed change is for an unclassified degree, in which details are provided in a profile, covering assessments—only some of which can be classified—in a range of learning activities. A major innovation is the creation by each student of a portfolio, a device well known in art and architecture, which documents their learning. One consequence of this change is that students are treated individually and the traditional concept of fairness, which is based on all students being treated the same, has to be replaced by a more sophisticated concept of fairness. More generally, this change—with its stress on integrating assessment and the process of learning, as opposed to the current attitude where assessment certifies the product of learning—will have to affect not only the processes of assessment, but of all associated teaching and learning. The proposed scheme ought to be helpful also to prospective employers, who would, however, have to change many traditional attitudes.  相似文献   

DEVELOPING CREATIVE PROBLEM SOLVING IN CIVIL ENGINEERING     

Dennis Barker 《Assessment & Evaluation in Higher Education》1986,11(3):192-208

The development of creative problem solving in a civil engineering degree course since the late 1960s is outlined. It is shown that prior to the Finniston Report, Middlesex Polytechnic had begun to educate civil engineers to meet an ever changing world.

The results of a psychological testing programme confirm that it is possible to increase the creative ability of students during a civil engineering degree course. An attempt is made to predict the performance of students on examinations and current lines of research are indicated.  相似文献   

Validation of the Biglan model   总被引：1，自引：9，他引：1  

John C. Smart  Charles F. Elton 《Research in higher education》1982,17(3):213-229

The empirical validity of the Biglan model of academic disciplines is supported by the results of this study. Examples are provided to illustrate how the systematic use of this model could enhance the quality of research on university faculty members and the academic administration of institutions of higher learning.  相似文献   

Student ratings and various instructional variables from a within-instructor perspective   总被引：1，自引：0，他引：1  

R. Barker Bausell  Carole R. Bausell 《Research in higher education》1979,11(2):167-177

The relationship between class size, instructional method, course level, reason for enrollment, and student ratings of instruction was assessed from a within-instructor perspective. Two hundred fifty-four pairs of courses taught by the same instructor were correspondingly identified and subjected to a stepwise multiple regression procedure. Only class size was found to be a significant predictor of ratings once individual differences between instructors were controlled, hence underlining the importance of (1) taking cognizance of the size of the course when using student ratings of instructors as a measure of teaching effectiveness, and (2) controlling for systematic variation due to instructor idiosyncracies in instructional research.  相似文献