Education and historical materialism     

Francis Schrag 《Interchange》1986,17(3):42-52

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Form, Content and Rationality in Morality and Moral Education     

Francis Dunlop 《Journal of Philosophy of Education》1977,11(1):78-97

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An experiment in visual communication     

Francis M. Dwyeh 《科学教学研究杂志》1969,6(2):185-195

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The effect of IQ Level on the instructional effectiveness of black-and-white and color illustrations     

Francis M. Dwyer 《Educational technology research and development : ETR & D》1976,24(1):49-62

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Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Linan-Thompson S  Mathes PG  Cirino PT  Carlson CD  Pollard-Durodola SD  Cardenas-Hagan E  Francis DJ 《Journal of learning disabilities》2006,39(1):56-73

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75).  相似文献   

University Tutors' Practicum Observation Notes: Format and content     

David Bunton  Philip Stimpson  Francis Lopez-Real 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):233-252

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Conceptual framework for structuring future agricultural colleges and universities in industrial countries     

G. Lieblein  C. Francis 《The Journal of Agricultural Education and Extension》2013,19(4):213-222

Abstract

Agricultural colleges and universities in industrial countries are faced with declining numbers of students and the need to carefully evaluate alternative structures and functions to meet the challenges of a sustainable food supply. Current education and research are compartmentalized into classical departments and disciplines that often ignore the complex realities of natural, agricultural, and other human-designed systems. Communication with the agricultural industry likewise is confined to answers to specific questions that are perceived to be within the domain of specialized research and expertise. There is relative isolation from the natural resource environment and the urban society context. We propose two models for greater integration of learning activities among departments as well as moving more research and education into the field and food system. These alternative strategies broaden the concept of ‘faculty’ to include educators from farming, business, government, and non-profit groups, and promote team research and education within the context of the natural environment and with urban society. This type of action research and action learning can provide answers to immediate questions as well as contribute to a long-term, sustainable, locally-based food system through students who are prepared to deal with complex issues in the future.  相似文献   

Poor People and Poor Fields? Integrating Legumes for Smallholder Soil Fertility Management in Chisepo,Central Malawi     

Charles Francis 《The Journal of Agricultural Education and Extension》2013,19(4):427-428

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Open-ended Cases in Agroecology: Farming and Food Systems in the Nordic Region and the US Midwest     

Charles Francis  James King  Geir Lieblein  Tor Arvid Breland  Lennart Salomonsson  Nadarajah Sriskandarajah 《The Journal of Agricultural Education and Extension》2013,19(4):385-400

Abstract

Our aim is to describe open-ended case studies for learning real-life problem solving skills, and relate this approach to conventional, closed-ended decision case studies. Teaching methods are open-ended cases in agroecology, an alternative to traditional strategies that lead students through prepared materials and structured discussions to determine an outcome already known to the instructor. Our method promotes a culture of curiosity. Multiple evaluation criteria show how this learning strategy provides students with practice in researching, envisioning and designing potential scenarios for clients in the field. In agroecology case studies, students and instructors are co-learners in a discovery process that includes gathering information from key clients, interviewing major stakeholders, and building an understanding of the current context of the local farming and food systems. Two agroecology courses in Norway, a field course in the US Midwest, and an experimental course in Sweden and Vietnam illustrate this learning strategy. Student evaluations of learning have been highly positive, and skills and methods from courses have been applied in their thesis projects and professional careers.

Practical results reveal that students are well prepared for an uncertain, complex, multi-dimensional and dynamic future, have the capacity to develop alternative future scenarios, and have practiced methods to evaluate options based on production, economic, environmental and social criteria and impacts. This innovative strategy is offered as a complement or alternative to conventional decision case studies and evaluated as an approach to experiential learning, an important and effective method for adult learners.  相似文献   

Cognitive load and knowledge sharing in Learning Networks     

Ya P. Hsiao  Francis Brouns  Liesbeth Kester  Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100

Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction.  相似文献