Pictorial organization versus verbal repetition of children’s prose: Evidence for processing differences     

Michael D. Ruch  Joel R. Levin 《Educational technology research and development : ETR & D》1977,25(3):269-280

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Crafting educational intervention research that's both credible and creditable     

Levin  Joel R. 《Educational Psychology Review》1994,6(3):231-243

Pressley and Harris' concerns about the current quality of educational intervention research are applauded. They are also extended to distinguish between research credibility (scientific believability) and research creditability (educational commendability). A best possible design philosophy is introduced to enable intervention researchers to craft research that is both credible and creditable.  相似文献   

Mnemonic strategy instruction with learning disabled adolescents     

M A Mastropieri  T E Scruggs  J R Levin 《Journal of learning disabilities》1985,18(2):94-100

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The economics of student time     

Henry M Levin  Mun C Tsang 《Economics of Education Review》1987,6(4)

A major feature of almost all of the recent national calls for educational reform has been the recommendation to increase the amount of instructional time through lengthening the school day and school year, assignment of more homework, and expanding the proportion of the school day devoted to instruction. The purpose of this paper is to provide an analysis of the allocation of student time from the perspective of economic theory. Under a reasonable set of assumptions, the economic model that is employed predicts a rather small increase in educational achievement relative to rather substantial increases in instructional time. These predictions are found to comport well with the available empirical evidence. The policy consequences of the analysis are also examined.  相似文献   

On pictures in prose     

Joel R. Levin  Alan M. Lesgold 《Educational technology research and development : ETR & D》1978,26(3):233-243

For some time now, researchers and educators have questioned the value of pictures for prose-learning. However, there is abundant empirical evidence to document the positive value of pictures. Consistent learning gains are associated with the use of pictures when experiments adhere to these five ground rules: (1) prose passages are presented orally; (2) the subjects are children; (3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by factual recall. Both centers are supported in part by funds from the National Institute of Education. The opinions herein do not necessarily reflect the postion or policy of the National Institute of Education and no official endorsement by the National Institute of Education should be inferred. The authors are grateful to Michael Pressley and Sharon Stevens for their comments on an earlier draft of the paper.  相似文献   

A combined pictorial mnemonic strategy for ordered information     

Joel R. Levin  Christine B. McCormick  Beverly J. Dretzke 《Educational technology research and development : ETR & D》1981,29(4):219-225

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Can children effectively reuse the same mnemonic pegwords?     

Thomas E. Scruggs  Margo A. Mastropieri  Joel R. Levin 《Educational technology research and development : ETR & D》1986,34(2):83-88

Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome stimulus-produced interference are discussed.  相似文献   

Activity and children's learning     

P Wolff  J R Levin  E T Longobardi 《Child development》1974,45(1):221-223

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美国营利性高等教育的特征   总被引：1，自引：0，他引：1  

亨利·M·列文  何峰  亨利.列文  阎凤桥 《北京大学教育评论》2005,3(2):5-7

过去,教育与营利似乎是一对相斥的概念教育属于公立机构,通过政府财政预算获得经费,而营利活动则属于企业行为。在新的经济和社会环境下,这种格局开始发生变化,一方面部分大学组织的性质发生了变化,营利性机构渐渐涉足过去公立机构的职能范围;另一方面公立大学不再完全依靠政府拨款,开始向学生收取学费,并且从事一些营利性的活动。《民办教育促进法》在制定过程中,也无法绕开教育与营利性这对矛盾。为了解决《教育法》对教育机构属性的规定与现实情况之间的矛盾,《民办教育促进法》对于教育机构的营利问题进行了模糊处理,“合理回报”就是妥协的结果。目前人们在“教育产业化”认识问题上依然存在着较大的分歧。在国外虽然没有“教育产业化”这样的提法,但遇到的问题却是相同或相似的,因此高等教育市场化、商品化、私有化等是学术界十分关心的问题。特别是营利性高等教育机构的出现和迅速发展,更引起人们的高度关注。为此,本刊特别组织了这次笔谈,邀请国内外研究者分别从各个角度发表自己的看法。  相似文献   

Facilitating vocabulary inferring through root-word instruction     

Joel R. Levin  Russell N. Carney  Michael Pressley 《Contemporary educational psychology》1988,13(4)

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