Delivery trucks or groceries? More food for thought on whether media (will,may, can't) influence learning   总被引：1，自引：0，他引：1  

Steven M. Ross 《Educational technology research and development : ETR & D》1994,42(2):5-6

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Book reviews     

Alec M. Ross  Orlando Albornoz  Geoffrey Squires  Burton R. Clark  Lynn Davies  Mark Bray 《Higher Education》1990,20(3):339-354

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Transitions and re-engagement through second chance education     

Sharon Ross  Jan Gray 《The Australian Educational Researcher》2005,32(3):103-140

The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance programs outside the school environment. The argument for second chance education presented in this paper is developed within the context of the ‘risk’ society and in relation to recent theories of youth transitions.  相似文献   

An Aid to Intuitively Understanding Bias and Consistency     

Neil H Spencer 《Teaching Statistics》1999,21(3):88-89

Students often find the concepts of bias and consistency hard to understand intuitively. This article presnts means of demonstrating these concepts using a computer so that students, once they have seen them in action, can more readily grasp their meanings and imlications.  相似文献   

Functional Contextualism in Instructional Design and Research: Introduction to the Special Forum     

Steven M. Ross 《Educational technology research and development : ETR & D》2006,54(1):3-4

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Getting Started as a Researcher     

Steven M. Ross  Gary R. Morrison 《TechTrends》1992,37(3):19-22

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Don't throw it away     

Helen Cornelia Spencer 《Early Childhood Education Journal》1982,9(3):43-44

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Using computer generated images and text for the whole of an undergraduate course     

Ross Couper  John Kaye 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):116-122

Computer generated images are being used to provide text and diagrams for lectures. These images are then openly available to first year undergraduates in the Department of Mechanical Engineering and Manufacturing Systems at the University of Northumbria. A large lecture theatre is fitted with a computer-driven overhead projector and is used to display the files to over one hundred students. The image files and a text file commentary are provided, via automated routines on department computers, for students to copy onto their own discs.
The images are produced in a compressed and self displaying form, allowing all the material for the course to be contained on a single 1.4Mb floppy disc. All the material associated with these lectures is held on magnetic media.
This paper describes the method used, comments on some of the practical problems of using the method, and gives some of the student reaction to it.  相似文献   

Can Transfer Guides Improve the Uptake of Major Prerequisites? Evidence from Ohio’s Transfer and Articulation Policy Reform     

Spencer  George 《Research in higher education》2019,60(4):458-484

Research in Higher Education - This study investigates the use of transfer guides to help students identify transferrable prerequisite credits for academic majors. Employing administrative data of...  相似文献   

Reciprocal Negative Affect in Parent-Child Interactions and Children's Peer Competency   总被引：6，自引：0，他引：6  

James L. Carson  Ross D. Parke 《Child development》1996,67(5):2217-2226

The relationship between preschool children's peer competency and the exchange of reciprocal negative affect displays during physical play with parents was examined. Teacher ratings of children's peer competency were obtained from children's preschools. Parents and children (41 families) were observed during a physical play paradigm called "the hand game" which permitted physically stimulating play, yet which also permitted clear recording of participants' facial expressions. Interactions were coded second by second for 8 min using a system of 12 mutually exclusive and exhaustive codes to categorize the affect displayed by participants. Fathers who typically responded to their children's negative affect displays with negative affect of their own had children who shared less, were more aggressive, and avoided others. Implications of the findings for theories of family-peer relationships are discussed.  相似文献