A comparison of sentence-learning errors in children of different achievement levels     

Joel R. Levin  Elizabeth S. Ghatala  Bruce G. Bender 《Contemporary educational psychology》1978,3(4):358-366

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.  相似文献   

A developmental analysis of early time concepts: the equivalence and additivity of the effect of interfering cues on duration comparisons of young children     

I Levin  I Gilat 《Child development》1983,54(1):78-83

Young children compare durations correctly and explain their conclusions logically only when no interfering cues such as distance and speed are introduced. We investigated whether type of cue and additivity of interfering cues affect children's duration comparisons. 4- and 5-year-old children were asked to compare the burning times of pairs of partially synchronous lights differing in intensity, bulb size, or both. Those who erred tended to attribute longer duration to the brighter or larger bulb, brightness having a stronger interfering effect than size. Since brightness might qualify as "work" more than bulb size might, the finding that the former interferes more than the latter supports Piaget's basic claim of children's confusion of time with "work." The fact that bulb size interferes at all, which does not fit into Piaget's framework, may be explained in terms of children's inability to distinguish clearly between time-related and time-unrelated cues and their assumption of direct relations between dimensions. Additivity of interference did not emerge, indicating that the previous finding which suggested its existence--distance plus speed interfering with duration comparisons more than speed alone--should be reassessed in terms of type of interfering cues, that is, distance interferes more than speed with time.  相似文献   

The growing (but still limited) importance of evidence in education policy and practice     

Amanda Cooper  Ben Levin  Carol Campbell 《Journal of Educational Change》2009,10(2-3):159-171

The last decade of education change has been characterized by the rise of evidence-based policy and practice agendas. Internationally, we are witnessing efforts to increase and incorporate research use in public services. This article examines efforts in education to address the research–practice gap through an emerging field we term knowledge mobilization (KM). We explore some of the controversy surrounding the use of ‘evidence’, outline national and international KM initiatives and consider some of the issues and challenges that arise from the increased interest in evidence and research use in education. We also assess the current state and desirable future directions of efforts to strengthen the role of research and evidence in education.  相似文献   

Reproducing “academic successors” or cultivating “versatile experts”: influences of doctoral training on career expectations of Chinese PhD students     

Jianxiu Gu  John S. Levin  Yingzi Luo 《Higher Education》2018,76(3):427-447

This investigation focuses on Chinese doctoral students’ career expectations, and examines how the students’ career expectations changed over time under the influence of doctoral training based on survey data of 1467 doctoral students from 8 Chinese universities. Doctoral students’ evaluations of doctoral training were identified. The examination indicates that more than half of doctoral students expect a non-academic profession, and more than 70% of students did not alter their professional expectations radically over time. Logistic regression model results indicate that doctoral students’ career expectations and their changes over time were influenced by doctoral training in their university environment, students’ relationships with supervisors, and students’ experiences of collaboration with non-academic organizations. Doctoral students are dissatisfied with doctoral training that does not encourage and prepare them for diverse career paths. We conclude that in the present environment, the goal of doctoral training should not only be the reproduction of “academic successors” but also be the cultivation of “versatile experts.”  相似文献   

Accelerated Schools for Quality Education: A Hong Kong Perspective     

John?Chi-kin?LeeEmail author  Henry?Levin  Pilar?Soler 《The Urban Review》2005,37(1):63-81

This article addresses the application of the Accelerated Schools Project (ASP) model in Hong Kong, as well as specific aspects of implementation in two schools. One lesson from the localized project, the Accelerated Schools for Quality Education (ASPQE), is that change is slow. This suggests that time should be given for both cultural change and building communities of inquiry, especially in cases where the staff may not be initially receptive of school reform models such as the Accelerated Schools Project. A second important lesson is that the commitment of the principal and a core group is critical for change.  相似文献   

Public policy, community colleges, and the path to globalization     

John S. Levin 《Higher Education》2001,42(2):237-262

This study addresses the nature of governmentpolicy toward community colleges in the 1990sand the responses of institutions to thesepolicies. This is an examination of Canadianand U.S. community colleges in two Canadianprovinces and three U.S. states as well asanalysis of government policy in two countries,at the federal, state and provincial levels.Government policies are viewed as directingcommunity colleges toward economic goals,emphasizing workforce training and stateeconomic competitiveness as outcomes,compelling colleges to improve efficiencies,increase productivity, and to becomeaccountable to government and responsive tobusiness and industry. Government responses toeconomic concerns at the provincial and statelevels resulted in economic developmentpolicies applicable to community colleges. Institutional responses among communitycolleges, evident in behaviors such asmarketization and productivity and efficiency,altered college missions, resulting in thepursuit of economic ends by theseinstitutions.  相似文献   

The failure of the public schools and the free market remedy     

Henry M. Levin 《The Urban Review》1968,2(7):32-37

A Summary The replacement of the existing system of publicly operated schools by a market of private ones-supported by government vouchers—would probably yield mixed results. On the one hand, some parents would have greater choices among schools and some schools would have to be productive in order to survive in the competitive framework. The increase in consumer choice and the resultant competition among schools would be likely to lead to greater educational benefits for many students and their families (private benefits) than those which they receive under the present monopolistic system.On the other hand, the schools are also expected to fulfill certain social functions. It is in these that a market approach to schooling is likely to yield poor results. For example, basic schooling represents the primary device for equalizing opportunities among racial and social groups. Yet, advantaged children would probably receive far better schooling under the market proposal than would disadvantaged ones, and it is likely that this disparity would lead to larger future inequalities in opportunity between the children of the middle class and those of the poor. Further, it is not clear that a set of largely autonomous schools could provide the common set of values and knowledge necessary for the functioning of a democratic society. Finally, it is likely that the market proposal would increase racial and social stratification of students among schools. Whatever the success of the market in meeting consumer preferences, it would be offset by the market's failure to satisfy the social goals of basic schooling.Fortunately, we are not limited to choosing between the traditional educational bureaucracy on the one hand or an unmitigated free market for educational services on the other. There are several ways to create competition within a public school system. Jencks, Sizer, and Coleman have suggested particular plans based upon the competitive framework, and the proposal for community schools represents a more general framework in which the competition of the market place might be used to advantage. The time is ripe to experiment with at least one of these plans for the children of the ghetto. Do we have any buyers? Henry M. Levin is a research associate with the Economic Studies Division of the Brookings Institute. He has written on economic and educational matters in the Saturday Review, the Journal of Human Resources,and other publications. He is currently organizing a Brookings conference on the community school.  相似文献   

Lessons Learned from Exemplary Schools     

Lynne Schrum  Barbara B. Levin 《TechTrends》2013,57(1):38-42

This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models.  相似文献   

Succeeding in Academic Medicine: A Roadmap for Diverse Medical Students and Residents     

Len Levin 《Journal of the Medical Library Association》2021,109(3):518

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The irrationality of rationalized program development     

Roger I. Simon  Malcolm A. Levin 《Interchange》1973,4(4):63-76

Conclusions The core of our argument rests in the nature of the relationship between regional and provincial educational authorities and local schools/communities. In the present situation the relationship is ambiguous. On one hand, the province and the boards issue guidelines and demand that local schools develop programs in conformity with them. At the same time the schools are urged to be innovative and to develop programs to meet local needs. Although the drafters of guidelines apparently see no contradiction between these two directives, we, and many practitioners we have talked with, do.It is our position that the local school/community should be primarily accountable to the community it serves for developing learning environments that fairly reflect the community's educational values, expectations, and priorities. The school should be accountable to central authorities for proper expenditure of monies and for observing basic standards of honesty and fair play in its operations. Finally we wish to stress again the importance of providing help rather than advice to developing programs. Advice coming from a source that in the recent past was primarily a legislative and policing agency cannot help but be construed by school practitioners as a thinly disguised directive. Even if this were not the case, advice is of limited value to people who lack the resources and technical expertise to implement their educational ideas. Real help, in the form of needed resources, technical services, and expert consultation, might inject a new spirit of goodwill and cooperation into what has been at best a guarded relationship between the schools and central educational authorities.OISE  相似文献