Apartheid as a social process The model of a Parsonian paradigm     

Ralph Horwitz 《Higher Education Quarterly》1978,32(4):473-479

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No way to save a life: allowing terminally ill patients access to drugs that have not completed clinical trials is a dangerous move     

Moss RW 《New scientist (1971)》2006,190(2554):21

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Evaluating teaching effectiveness and teaching improvement: A language for institutional policies and academic development practices     

Lynn McAlpine  Ralph Harris 《International Journal for Academic Development》2013,18(1):7-17

Demands for institutional accountability in higher education have been increasing and have led to greater attention to the evaluation of teaching, the assumption being that improved teaching will result in enhanced learning. In our work as academic developers, we are increasingly helping academic managers make explicit teaching policies and practices that seem fair and equitable. To help us in this work, we have developed a framework for evaluating the practice of teaching. What is unique about this framework is the language it provides to differentiate aspects of teaching. For instance, it provides a basis for differentiating and linking criteria to standards, i.e. the level of achievement desired or expected. Standards are critical if the evaluation of teaching is to be seen as fair and equitable, yet they are often unexamined in other representations of the evaluation of teaching. Although the original intent of our efforts was to provide a framework for academic managers, we have come to find it useful in our own work as university teachers and as academic developers. Examples of all three uses are provided in the paper.  相似文献   

Associative structure of integrated temporal relationships     

Cody W. Polack  Mikael Molet  Gonzalo Miguez  Ralph R. Miller 《Learning & behavior》2013,41(4):443-454

According to the temporal-coding hypothesis (TCH; Savastano & Miller, Behavioural Processes 44:147–162, 1998), acquired associations include temporal information concerning the interval between the associated elements. Moreover, the TCH posits that subjects can integrate two independently acquired associations that share a common element (e.g., S2–S1 and S1–US), which results in the creation of a third association with its own temporal relationship (S2–US). Some evidence has suggested that such temporal integration occurs at the time of testing (Molet, Miguez, Cham, & Miller, Journal of Experimental Psychology: Animal Behavior Processes 38:369–380, 2012). Here we report two fear-conditioning experiments with rats conducted to identify the associative structure of the integrated temporal relationship. The goal was to distinguish between two possible associative structures that could exist following an initial test on which temporal integration occurs: (1) Conditioned responding to S2 on subsequent tests could be the result of recurring successive activation of two independently learned temporal maps that remain independently stored in memory (i.e., S2–S1 plus S1–US). (2) Temporal integration at the moment of initial testing could result in the formation of a direct S2–US (or S2–response) temporal map. Integration was found to occur at test and to produce a new association that was independent of associations with the common element (S1). However, the associative status of S1 appeared to modulate whether or not the new association with S2 was US-specific (S2–US) or directly activated a fear response (S2–response).  相似文献   

The “Crime file” drug videotape series     

Ralph O. Marshall 《Journal of Criminal Justice Education》2013,24(2):281-290

Critics and proponents alike have voiced concerns about the difficulties of practicing multiculturalism in today's criminal justice classrooms. In this essay we present strategies for using the lived experiences of students as a tool for discovering diversity inside the classroom, as well as for finding value in it. We then use our students' discourse to talk about the impact these strategies can have. Our experiences, as well as those of our students, suggest that principles of multiculturalism can be achieved without having to sacrifice the core curricula; and that one of the more valuable resources for teaching multiculturally is the lived experiences that students, teachers and guests bring into the classroom.  相似文献   

Planning films that teach     

Ralph R. White 《Educational technology research and development : ETR & D》1956,4(2):109-118

Conclusion The viewing of an educational film anf the recall of this viewing should constitute a satisfying learning experience so that the film’s message will be incorporated into a useful store of vicarious experience and remembered facts. Such learning is most likely to occur when those who write, direct, and edit a film have a clear understanding of the nature of the film’s audience and of what the film is expected to do to this audience. Knowing these things and to present his subject matter in the most interesting and satisfying manner possible. Here a long-time writer of educational films and television programs presents some thoughtful ideas on the design of instructional films for specific cudiences. Ralph R. White is a scenario writer with the Army Pictorial Center.  相似文献   

Using a single topic film with elementary school children     

Ralph Allen 《科学教学研究杂志》1975,12(3):293-295

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Mathematics knowledge for understanding and problem solving     

Ralph T. Putnam 《International Journal of Educational Research》1987,11(6)

Two important aspects of transfer in mathematics learning are the application of mathematical knowledge to problem solving and the acquisition of more advanced concepts, both in mathematics and in other domains. This paper discusses general assumptions and themes of current cognitive research on mathematics learning, focusing on issues of the understanding thought to facilitate transfer of mathematical knowledge. Two studies illustrating these themes are presented, one concerning students' understanding of numerical relationships involved in basic addition and subtraction combinations, the other dealing with students' understanding of algebraic expressions and transformations. Implications of these cognitive perspectives for instruction are discussed.  相似文献   

A Non-curmudgeonly Reaction     

Ronald H. Fredrickson  Ralph R. Pippert 《Counselor Education & Supervision》1966,5(3):168-168

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Editorial     

Sue  Ralph 《Journal of Research in Special Educational Needs》2004,4(3):113-114

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