Combined online and in‐class pretesting improves exam performance in general psychology     

Arnold Lewis Glass  Gary Brill  Margaret Ingate 《教育心理学》2008,28(5):483-503

This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces.  相似文献   

Redefining ‘community’ through collaboration and co-teaching: a case study of an ESOL specialist,a literacy specialist,and a fifth-grade teacher     

Afra Ahmed Hersi  Deborah A. Horan  Mark A. Lewis 《Teachers and Teaching》2016,22(8):927-946

This article explores the development of a professional learning community through a case study of three teachers – an ESOL specialist, a literacy specialist, and a fifth-grade teacher – who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their specialized disciplinary knowledge of students and expanding the application of reading strategies during language arts. Concurrently, opportunities for revising curriculum and instruction remained unrealized, as teachers struggled to negotiate roles and responsibilities within the top-down administratively initiated collaboration that required redefining their professional community. Implications and recommendations are discussed.  相似文献   

Paradigm revisited: Another look at the physical and social sciences     

Bruce R. Lewis  Mr. Theo R. Leverenz 《Research in higher education》1979,11(1):85-94

The study reexamines the paradigm concept as presented by Lodahl and Gordon with respect to the concept of consistency in professional life. The results show that high paradigm disciplines are more consistent than low paradigm disciplines on selected measures of educational background and professional activity. The conclusions of this investigation suggest first that the paradigm concept works well by itself in researching academic professions, and second that the concept of consistency offers a new way of both classifying faculty and exploring the dimensions of faculty characteristics.  相似文献   

Initial Experiences of Creating Multimedia Computer Simulations to Replace Pharmacology Practicals     

Robert Stevens  David Lewis  Robert Sewell 《British journal of educational technology : journal of the Council for Educational Technology》1995,26(2):122-130

The replacement of traditional practicals by CAL simulations was prompted by a combination of economic factors, a decreased level of technical support and the requirement for a large capital investment to replace old and broken equipment. In an economic climate which promised only further increases in the number of undergraduates and no assured commensurate increase in resources, CAL appeared to be a possible alternative (Brown et al , 1988). Our only previous attempt to produce our own CAL package had been written in Turbo Basic on a 286 PC. It had involved considerable time and effort and the results were not particularly realistic. The increase in computing power offered by the 486 series of PCs, availability of low cost sound and video capture expansion cards, and the emergence of authoring systems, such as Toolbook, Hypercard and Authorware , appeared to provide an opportunity to produce better simulations (Purcell, 1993; Hartley, 1993).  相似文献   

Reviews     

Rene Boote  Christine Lewis  P. D. Pumfrey  Airinne Ryan 《Literacy》1978,12(1):44-51

Marcus , Marie (1977). Diagnostic Teaching of the Language Arts. Ball , F. (1977). The Development of Reading Skills, A Book of Resources for Teachers. Hart , N. W. M., Walker , R. F. and Gray , B. (1977). The language of children: A key to literacy. Berg , Leila (1977). Reading and loving.  相似文献   

Empty Waves in Bohmian Quantum Mechanics     

Lewis  Peter J. 《The British journal for the philosophy of science》2007,58(4):787-803

There is a recurring line of argument in the literature to theeffect that Bohm's theory fails to solve the measurement problem.I show that this argument fails in all its variants. Hence Bohm'stheory, whatever its drawbacks, at least succeeds in solvingthe measurement problem. I briefly discuss a similar argumentthat has been raised against the GRW theory.

1 Introduction

2 Three Theories

3 The Basic Argument

4 Branches and Worlds

5 Theory and Interpretation

6 Size Matters

7 Conclusion

  相似文献   

Code as speech: A discussion of Bernstein v. USDOJ, Karn v. USDOS, and Junger v. Daley in light of the U.S. Supreme Court's recent shift to Federalism     

Jean Camp  K. Lewis 《Ethics and Information Technology》2001,3(1):21-33

The purpose of this paper is to address the question of whethercomputer source code is speech protected by the First Amendmentto the United States Constitution or whether it is merelyfunctional, a ``machine', designed to fulfill a set task andtherefore bereft of protection. The answer to this question is acomplex one. Unlike all other forms of ``speech' computer sourcecode holds a unique place in the law: it can be copyrighted, likea book and it can be patented like a machine or process.Case law, intellectual property law and encryption exportregulations all reflect this contradictory dichotomy.  相似文献   

Observations on the missing linkage between theories of historical expansion of schooling and planning for future educational development     

Lewis A. Mennerick  Mehrangiz Najafizadeh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(1):87-102

There are presently two major bodies of literature that focus on the development and growth of educational systems. The first examines the historical expansion of schooling, with particular emphasis on industrialized countries. The second concentrates on planning for future educational expansion in countries that currently are less educationally developed. In this paper, an overview of theoretical perspectives on the historical expansion of schooling and an overview of perspectives that guide planning for future expansion are presented, and the relationship between the two sets of perspectives explored. It is concluded that these two bodies of literature presently exist, for the most part, as separate bodies of knowledge. Greater communication between individuals engaged in historical research and those involved in planning for future expansion is urged. Specifically, it is suggested that greater efforts be made to explore how studies and theories of historical expansion might provide insights that would contribute to more effective planning for the future expansion of schooling in less educationally-developed countries.

---

Zusammenfassung In der Forschungsliteratur gibt es derzeit zwei Hauptströmungen, die schwerpunktmäßig Entwicklung und Erweiterung der Erziehungssysteme behandeln. Während die eine die Erweiterung des Schulwesens historisch unter besonderer Berücksichtigung der Industrieländer untersucht, konzentriert sich die andere auf die Planung zukünftiger Erweiterungen des Schulwesens in Ländern, die z.Zt. im Hinblick auf die Erziehungswissenschaften weniger weit entwickelt sind. In diesem Bericht wird ein Überblick sowohl über theoretische Perspektiven der Erweiterung im Schulwesen aus historischer Sicht als auch über Perspektiven gegeben, die der Planung zukünftiger Erweiterungen zu Grunde liegen. Darüberhinaus wird die Beziehung zwischen diesen beiden Komplexen von Perspektiven untersucht. Abschließend wird die Auffassung vertreten, daß diese beiden Forschungsströmungen z.Zt. weitgehend als getrennte Wissensbestände bestehen. Zur besseren Verständigung zwischen denjenigen, die in der historischen Forschung tätig und denjenigen, die mit der Planung zukünftiger Erweiterung beschäftigt sind, wird geraten. Es wird vorgeschlagen, größere Anstrengungen zu unternehmen, um herauszufinden, wie Untersuchungen und Theorien über die historische Erweiterung klärend beitragen könnten, wirksamere Planung für zukünftige Erweiterungen des Schulwesens in pädagogisch weniger entwickelten Ländern durchzuführen.

---

Résumé Il existe actuellement deux larges courants d'écrits portant sur le développement et la croissance des systèmes éducatifs. Le premier examine l'expansion historique de la scolarisation en plaçant un accent particulier sur les pays industrialisés. Le second se concentre sur la planification de l'expansion future de l'éducation dans les pays présentemment moins développés en matière d'éducation. Cet article présente un examen des perspectives théoriques sur l'expansion historique de la scolarisation en même temps que celui des perspectives qui guident la planification pour une expansion future; on y explore également la relation entre ces deux ensembles de perspectives. L'article aboutit à la conclusion que ces deux courants d'écrits existent, en garde partie, comme deux domaines différents de connaissance. Il est fortement conseillé de tisser des liens plus étroits de communication entre les personnes engagées dans la recherche historique et celles concernées par la planification de l'expansion future de l'éducation. Il est spécialement suggéré d'entreprendre de plus gros efforts pour explorer la façon dont les études et théories sur l'expansion historique pourraient donner un meilleur aperçu d'une planification plus effective de l'expansion de la scolarisation dans les pays les moins pourvus en matière d'éducation.

  相似文献   

Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons   总被引：2，自引：0，他引：2  

Wainryb C  Shaw LA  Langley M  Cottam K  Lewis R 《Child development》2004,75(3):687-703

Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity.  相似文献   

Identification of Threshold Concepts for Biochemistry     

Jennifer Loertscher  David Green  Jennifer E. Lewis  Sara Lin  Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed.  相似文献