Science and Religion Under the Microscope     

Ralph O’Connor 《Metascience》2007,16(2):261-265

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Reflections on Sidney Hook     

Robert Hessen  Ernest Benjamin Hook  John H. Bunzel  Ralph G. Ross  Milorad M. Drachkovitch  Yin Lujun 《Academic Questions》1989,3(1):9-23

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Improvement of the geophone by electrical sound amplifiers     

Walter T. Ackley  Clifton M. Ralph 《Journal of The Franklin Institute》1924,198(6):834-835

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Correction Formulas for Correlations Restricted by Selection on an Unmeasured Variable     

Ralph A. Alexander 《Journal of Educational Measurement》1990,27(2):187-189

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Optimal search strategies for identifying moderators and predictors of treatment effects in PubMed     

Marcia Tummers  Ralph van Hoorn  Charlotte Levering  Andrew Booth  Gert Jan van der Wilt  Wietske Kievit 《Health information and libraries journal》2019,36(4):318-340

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Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study     

Carol McDonald Connor  Ralph Radach  Christian Vorstius  Stephanie L. Day  Leigh McLean  Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134

In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.  相似文献   

Understanding how student-constructed stop-motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence     

Rayendra Wahyu Bachtiar  Ralph F. G. Meulenbroeks  Wouter R. van Joolingen 《科学教学研究杂志》2024,61(2):289-318

Previous studies have documented the promising results from student-constructed representations, including stop-motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student-constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple-case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre- and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre- and postconstruction of SMA found that student-generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed.  相似文献   

Parallel vs: Converging     

Ralph E. Kirkman 《Peabody Journal of Education》2013,88(3):185-186

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The importance of reflection in experiential learning with community and youth workers for the learning age     

Mary Kenny  Sue Ralph  Marie Brown 《International Journal of Lifelong Education》2013,32(2):115-125

The New Labour government, in its Green Paper on the Learning Age, published in February 1998, put lifelong learning at the heart of its programme. In this article we aim to demonstrate that there is a direct parallel between the processes outlined in the Green Paper and the processes of experiential learning and community development by focusing on the Diploma in Community and Youth Work Studies run by the Community Work Unit (CWU) based in the Centre for the Development of Continuing Education at the University of Manchester.

Community action provides a setting for informal education. Community workers are in a unique position in relation to developing the potential for learning in the groups and individuals with whom they work. Their education and training should enable them to articulate and value their experience and reflect upon it in order to establish a meaningful basis for further self- and/or community development. We will explore how the CWU uses participative learning methods which recognize, value and use the experience and understanding of the participants as a basis for their own and others’ learning, and the relevance of these learning methods to the work practice of the participants.  相似文献   

The library act of Hungary     

Ralph Nwamefor 《International Information and Library Review》2013,45(2):211-216

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