The impact of attending after-school care schemes on science achievement in primary school: A Norwegian study     

Are Turmo  Øystein Guttersrud  Eyvind Elstad  Rolf Vegar Olsen 《International Journal of Educational Research》2009,48(5):331-341

Accompanying the rise in the number of working parents is a growing demand for after-school care schemes for children. After-school care schemes, in addition to school, provide pupils with more learning opportunities than the experiences that school provides. The hypothesis is that after-school care schemes offer a better knowledge-basis for learning science than the school and home environments only. This article investigates how after-school care schemes affect learning in grades 5 and 8. While taking into account the socio-economic and ethnic backgrounds of pupils, results indicate that after-school care is of significance. The influence of after-school care is roughly explained by the increased number of learning opportunities. We discuss the implications for research and the limitations of this survey.  相似文献   

Evaluating Educational Interventions When Impacts May Vary Across Sites     

Robert B. Olsen 《Journal of research on educational effectiveness》2017,10(4):907-911

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Development, Implementation, and Validation of a Computerized Test for Statewide Assessment     

James B. Olsen  Apryl Cox  Charles Price  Mike Strozeski  Idolina Vela 《Educational Measurement》1990,9(2):7-10

How does a testing component function in an integrated learning system? How can you customize computerized tests to meet local specifications? How are computerized tests implemented and evaluated? Is the pay-off of computerized testing justified?  相似文献   

Social and cognitive effects of professional communication on software usability     

Barbara Mirel  Leslie A. Olsen 《Technical Communication Quarterly》2013,22(2):197-221

We designed and piloted a technical communication course for software engineering majors to take concurrently with their capstone project course in software design. In the pilot, one third of the capstone design course students jointly enrolled in the writing class. One goal of the collaborative courses was to use writing to improve the usability of students’ software. We studied the effects of writing on students’ user‐centered beliefs and design practices and on the usability of their product, using surveys, document analyses, expert reviews, and user test results. When possible, we compared the usability processes and products of teams who did and did not take the writing class. Our findings suggest that the synergy of this interdisciplinary approach effectively sensitized students to user‐centered design, instilled in them a commitment to it, and helped them develop usable products.  相似文献   

Work models: Beyond instructional objectives     

C. V. Bunderson  A. S. Gibbons  J. B. Olsen  G. P. Kearsley 《Instructional Science》1981,10(3):205-215

While instructional objectives have provided a cornerstone for the practice and science of instruction, they have also locked us into a lexically based conceptual system. In order to realize the interactive potential of computer-based instructional systems, we need a new way of representing performance. This paper presents the concept of a work model which is a unit of practice which allows replication of both information and interaction. In addition, the work model idea also addresses some of the fundamental problems with objectives such as their inability to capture the richness of terminal behavior or how to relate objectives to content.  相似文献   

The institutionalization of educational projects     

James Olsen 《Prospects》1984,14(3):331-344

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Reading disabilities and the effects of colored filters     

P D O'Connor  F Sofo  L Kendall  G Olsen 《Journal of learning disabilities》1990,23(10):597-603, 620

The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change.  相似文献   

基于艺术素质教育的美术教学方法的改革研讨     

贾民 《淮南职业技术学院学报》2007,7(4):13-15

依据美术教学的内在规律,分析了学校美术基础教学的三个层面,提出了在美术教学中,必须不断改革教学方法,更新教学手段,使美术教学再上新水平,从而推进素质教育的全面实施。  相似文献   

浅析影响沥青路面平整度的因素     

贾亚飞 《辽宁科技学院学报》2003,5(1):35-36,49

分析了影响沥青路面平整度的各种因素，并针对存在的各种因素在施工中应注意的问题提出了相应的建议。  相似文献   

Big City Schoolhouse     

James Olsen 《The Educational forum》2013,77(4):515-519

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