Using Student-Determined Needs to Evaluate Environmental Education Programs     

John D. Hunt  Perry J. Brown 《The Journal of environmental education》2013,44(4):27-29

Abstract

All too often, evaluation is not used as the important management tool it could be, because educators feel inadequately prepared to use complex evaluation techniques. “Direct evaluation,” as a research concept, is based on the idea of “research as an intermediate technology,” developed by Steven and Rachel Kaplan in Cognition and Environment (1982: Praeger). Direct evaluation means you ask what you need to know of those who are participants in a program you wish to evaluate. The results, when collated, can be used for justification as well as modification of programs.  相似文献   

Confirmatory factor analysis of the KABC‐II in preschool children     

Kimberly E. Morgan  Barbara A. Rothlisberg  David E. McIntosh  Madeline S. Hunt 《Psychology in the schools》2009,46(6):515-525

The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC‐II) in relation to the synthesized Cattell–Horn–Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different variations of the CHC model were examined to determine which provided the best representation of the proposed underlying CHC constructs tested by the KABC‐II. The models included one similar to Spearman's g, a contemporary two‐stratum model consisting of fluid and crystallized intelligence (Gf‐Gc model), and a synthesized CHC broad factor +g model. The last was the empirically validated theory of interest in this study. Results of the CFA revealed that the broad factor +g CHC model was the best overall design to explain KABC‐II results. © 2009 Wiley Periodicals, Inc.  相似文献   

RESPONSE TO PRESIDENTIAL ADDRESS     

Thomas C. Hunt 《Educational theory》1961,11(3):146-149

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On the methods of testing steam engines: With a description of the trials of the circulating pumps on the U. S. S. “Tennessee”     

Geo.P. Hunt  Theron Skeel 《Journal of The Franklin Institute》1875,99(1):17-42

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Needs assessment in adult education: tactical and strategic considerations     

Graham J. F. Hunt 《Instructional Science》1986,15(1):287-296

Although needs assessment methodologies have been readily available since the '40's considerable confusion persists about the nature and purpose for which they should be used. Many practitioners equate needs assessment with job or task analysis and thereby fail to derive much benefit from the effort they expend. Others, in trying to distinguish between internal “quasineeds” assessment and external “self-sufficiency” criteria inadvertently pose some questions for the nature of competency. Is it a process referent, a product referent, or both? This paper examines the differences between needs assessment and task analysis and demonstrates the utility of conceptualizing competency as the synthesis of the dichotomy of process and products through a Needs Based Education and Training (NEBEAT) model of curriculum design in adult education.  相似文献   

A comprehensive needs assessment to facilitate prevention of school drop out and violence     

Mary Helen Hunt  Joel Meyers  Gwen Davies  Barbara Meyers  Kathryn Rogers Grogg  John Neel 《Psychology in the schools》2002,39(4):399-416

The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc.  相似文献   

Soul Murder, Prehensions, and Symbolic Reference: Some Reflections on Whitehead's Philosophy of Education     

Jasper S. Hunt  Jr.  Glenn Webster 《Educational theory》1981,31(3-4):333-339

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Meeting the challenges of teaching in a different cultural environment – evidence from graduate management schools in Thailand     

Astrid Kainzbauer  Brian Hunt 《Asia Pacific Journal of Education》2016,36(1):56-68

In this paper we describe the efforts of foreign university teachers in graduate schools in Thailand as they incorporate cultural knowledge into their classroom teaching styles and methodology. Through in-depth semi-structured interviews we have gathered qualitative data on the teachers’ concerns, mindsets and their proposed solutions. We build up our discussion in several stages. We set the scene by discussing the importance of cultural sensitivity in settings where teacher and learners have different cultural backgrounds. We then introduce the concept of cultural intelligence and use this to help us examine the literature on cultural sensitivity in teaching from a new perspective. We then describe the cultural context of teaching in Thailand and offer empirical data from our respondents’ experiences. From our research data we identified five main aspects of Thai culture where teachers felt the need to expand/adapt their existing teaching repertoires. These aspects are: fun/sanuk; hierarchy/kreng jai; authority with a kind heart/jai dee; collectivist group activities; and localized class content. We discuss our findings in relation to cultural adjustments that the teachers sought to make and, in conclusion, link this discussion to our earlier examination of cultural intelligence.  相似文献   

Children's Understanding of the Meaning and Functions of Verbal Irony   总被引：6，自引：1，他引：6  

Shelly Dews  Ellen Winner  Joan Kaplan  Elizabeth Rosenblatt  Malia Hunt  Karen Lim  Angela McGovern  Alison Qualter  Bonnie Smarsh 《Child development》1996,67(6):3071-3085

We investigated children's understanding of irony and sensitivity to irony's meanness and humor. In Study 1, 89 participants (5–6-year-olds, 8–9-year-olds, adults) heard ironic and literal criticisms, and literal compliments. Comprehension of irony emerged between 5 and 6 years of age. Ratings of humor increased with age; ratings of meanness did not (showing that all ages perceived irony as more muted than literal criticism). In Study 2, results from 135 participants (6–7-year-olds, 8–9-year-olds, and adults) replicated these findings and revealed the role of form and intonation. Thus, comprehension of irony emerges between 5 and 6 years of age, and sensitivity to the muting function develops prior to sensitivity to the humor function.  相似文献   

Moving on: The challenges for foreign language learning on transition from primary to secondary school     

Marilyn Hunt  Ann Barnes  Bob Powell  Cynthia Martin 《Teaching and Teacher Education》2008

Europe's commitment to language learning has resulted in higher percentages of pupils studying foreign languages during primary education. In England, recent policy decisions to expand foreign language learning at primary level by 2010 create major implications for transition to secondary. This paper presents findings on transition issues from case studies of a DfES-funded project evaluating 19 local authority Pathfinders piloting the introduction of foreign language learning at primary level. Research on transition in other countries sets these findings in context. Finally, it investigates the challenges England faces for transition in the light of this expansion and discusses future implications.  相似文献