Seven plus or minus two     

Jeanne Farrington 《Performance Improvement Quarterly》2011,23(4):113-116

For over 50 years, seven plus or minus two has been a commonly used guideline for gauging how many chunks of new information should be presented at one time in learning and performance situations. Often cited as the limit of working memory, this guideline was created as a result of misinterpreting an article by Miller (1956). More recent studies suggest that the limit for working memory is more like three, and sometimes four, with various factors influencing the capacity of an individual's working memory. Given too much novel information at one time, learners and performers can be derailed by cognitive overload. Instructional designers and performance consultants can adjust the presentation of new information to manage intrinsic, extraneous, and germane cognitive load. This column provides suggestions about how to reduce cognitive overload to improve learning and performance.  相似文献   

Web tutorials: bibliographic instruction in a new medium     

Green BF  Wu L  Nollan R 《Medical reference services quarterly》2006,25(1):83-91

Libraries are adding electronic resources of all kinds at an increasing pace to provide service to users outside the library and around the world. To meet this new demand, libraries are turning more and more to the use of online tutorials as a valuable means of providing instruction on how to access and use important resources. This article describes the Health Sciences Library and Biocommunications Center's work and experiences while creating tutorials, the ideas used, and ways the work was evaluated.  相似文献   

比较教育研究在全球化时代的意义和作用     

安迪·格林  许竞 《比较教育研究》2010,(8)

本文缩编自格林教授的一篇早期论文①,旨在提炼其有关当代比较教育研究的理论与观点,以期对改善和提高我国比较教育研究的质量和水平有所助益。本文主要聚焦三个问题:全球化如何改变着教育?因全球化而引发的教育变革对比较教育有何启示?比较教育研究如何做到真正意义上的比较?  相似文献   

ISPI'S professional communities     

Jeanne Farrington 《Performance Improvement》2005,44(3):47-48

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Inviting Conversations? Dialogic difficulties in the corporate university     

Erica McWilliam  Alison Green  Nancy Hunt  Martin Bridgstock  Brad Young 《高等教育研究与发展》2000,19(2):237-253

The paper experiments with, and reflects on, the limited possibilities for collaboration and communication across disparate groups within the university setting. The authors respond to the strong imperative to bring management, academics and support staff together, and so move beyond the entrenched positions and interests that those groups often display. They highlight the implications that this may have for collaborative academic publication. The text of the paper works as a research exercise in which each author's contribution constitutes data as well as providing reflections upon their own distinct identity and its consequences for communication in universities. The authors argue that attempts to enact ‘better communication’ is in many senses a failed project, but that it is this very fact which makes the experiment instructive. They conclude that calls to collaboration must acknowledge the fact that such relationships will always be relations of power, and are therefore not easily negotiated or understood.  相似文献   

Seventh Graders' Vocational Interest and Efficacy Expectation Patterns     

Richard T. Lapan  Angela Adams  Sherri Turner  Jeanne M. Hinkelman 《Journal of Career Development》2000,26(3):215-229

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Psychometric Characteristics of the Revised Procrastination Inventory     

Johnson  Erica M.  Green  Kathy E.  Kluever  Raymond C. 《Research in higher education》2000,41(2):269-279

The Procrastination Inventory developed for use with doctoral students in clinical psychology was modified for use with ABD students and doctoral graduates in a College of Education. The original Procrastination Inventory contained 43 items with 11 subscales. The structure of the revised measure was analyzed both through factor and Rasch analyses and three subscales that were more generalized were found instead of the eleven originally posited. The three subscales were: (1) procrastination, 20 items, alpha = .88, (2) perfectionism, 9 items, alpha = .64, and (3) graduate school comfort, 6 items, alpha = .59. Eight items were deleted after Rasch and factor analyses, resulting in a 35-item scale. Validity was demonstrated by the measure's ability to predict dissertation completion and through correlations with related measures. The Procrastination Inventory is useful in the study of attrition from doctoral programs, particularly at the dissertation stage.  相似文献   

The Effectiveness of an Initial Teacher Training Partnership in Preparing Students to Teach Art in the Primary School     

Linda Green  Robin Mitchell 《The International Journal of Art & Design Education》1998,17(3):245-254

Recent government reform of initial teacher education has increased teachers’ responsibility for training students in schools, bringing about some fundamental changes in the professional relationship between the schools, higher education institutions (HEIs), teachers and students. This paper reports on primary undergraduate student teachers’ and their class teachers’ perceptions of school-based training to teach art. Class teachers were interviewed about their preparedness to train students and questionnaires and interviews were used to gauge students’ views of the effectiveness of university-based courses and the support given to them by teachers. The findings indicate that teachers were able to support students in matters of classroom management and resources but that they were mostly unable to assist them in developing subject knowledge and understanding of art teaching and learning. This raises concerns about teachers’ subject knowledge and their confidence in training students. Our findings suggest that there is significant room for improvement in the partnership arrangements between schools and HEIs in order to better support students’ teaching of art.  相似文献   

Com. HPT in a dot‐com world     

Jeanne Farrington 《Performance Improvement》2001,40(2):11-17

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Procrastination—Not all it's put off to be     

Jeanne Farrington 《Performance Improvement Quarterly》2012,24(4):11-16

Although procrastination has devastating negative effects on performance, many of us employ common myth‐like justifications for it, thereby attempting to alleviate the guilt and stress that commonly accompany putting things off when we know we should not. Working better under pressure, being more creative at the last minute, and avoiding tasks because of perfectionism are three rationalizations that we often give for delay. The consequences of procrastination include missed deadlines, health and financial problems, guilt, stress, and work that isn't our best. To overcome a tendency to procrastinate, focusing on avoiding it is not the best response. Instead, adopting a task‐oriented, problem‐solving focus or set of strategies can work even for people with a long history of putting things off. These strategies include increasing the perceived value of a task, adjusting expectations for success, reducing impulsive temptations, and approaching larger projects or those with longer timelines in smaller segments with progress checks along the way. Procrastinators can learn how to change their approach to getting work done and thereby reduce their tendency to delay.  相似文献