Dream, Myth and Reality: New Universities in England, 1960–1990     

Harold Perkin 《Higher Education Quarterly》1991,45(4):294-310

The New Universities of the 1960s began as a dream and degenerated into a myth before waking up to reality. The dream was to reform English higher education by example: to recover advanced general education, restore small-group teaching, renew interest in research, introduce cross-disciplinary subjects, and rebuild community in green-field, residential sites. Early euphoria turned to disillusionment, born of unrealistic expectations and student unrest. Finally, they achieved solid institutional success but failed to transform national higher education.  相似文献   

Review of criteria used to measure library effectiveness     

E Evans  H Borko  P Ferguson 《Bulletin of the Medical Library Association》1972,60(1):102-110

This article reports the results of a survey of literature on measures of library effectiveness. This survey led to the formulation of six criterion concepts (accessibility, cost, user satisfaction, response time, cost/benefit ratio, and use). The advantages and disadvantages of each method of measurement are discussed. Several points which became clear during the analysis are discussed. First, there is a relative lack of concern with the rationale behind the evaluation process, although the results invariably lead to a confused interpretation when there is no clear understanding of the purpose of an evaluation. Second, the total library system is rarely considered; instead, each evaluation criterion is taken in isolation rather than as part of the whole. Third, the library's preservation function has not been considered at all.  相似文献   

Two methods of presentation of “meet the press”; compared     

Harold E. Nelson 《广播与电子媒介杂志》2013,57(3):274-277

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Secondary science teachers' knowledge base when teaching science courses in and out of their area of certification     

Linda R. Sanders  Hilda Borko  J. David Lockard 《科学教学研究杂志》1993,30(7):723-736

This study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The study also focused on the influence of these teachers' content knowledge, pedagogical knowledge, and pedagogical content knowledge on their planning, teaching, and reflecting. Experienced teachers were observed and interviewed while teaching classes in their science area of certification, and in another science area they were teaching for the first or second time. Both similarities and differences in teaching were found in the two areas for all three teachers. For example, their planning and postlesson reflections were similar in both areas. In the interactive phase of teaching more differences were observed. Many aspects of their teaching resembled that of expert teachers in other studies. In the unfamiliar science area, the teachers sometimes acted like novice teachers. However, they were able to draw upon their pedagogical knowledge to provide a framework for their teaching in both science areas. Their wealth of pedagogical knowledge, and pedagogical content knowledge for general science topics, seemed to sustain them in whatever content they were teaching. Recommendations for further study and implications for teacher education are discussed.  相似文献   

Recent developments in Modern Language teaching     

Harold N. Baynes 《Cambridge Journal of Education》1971,1(1):41-47

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Mainstreaming the Hearing Impaired Student‐‐An Area of Preparation Responsibility for Teacher Training Programs: A Pilot Study     

Harold A. Johnson  Penny L. Griffith 《International Journal of Disability, Development & Education》1985,32(3):185-190

Interviewing, as an information‐gathering tool for prospective teachers of the deaf, was used to document the perspectives which deaf children, their parents, teachers and administrators bring to the mainstreaming process. Data revealed the different, and sometimes competing priorities of mainstreaming participants; these priorities are discussed in terms of their impact upon the success or failure of the mainstreaming process and the preparation responsibilities of teacher training programs.  相似文献   

The Moon after Apollo     

Harold Masursky 《Endeavour》1982,6(2):48-58

Material collected by unmanned landings and from the manned landings of the Apollo programme, together with observations from a large number of orbiting satellites, have been subjected to detailed examination over the past twenty years. This article reviews the picture of the Moon's structure, composition, and geological history that has emerged as a result.  相似文献   

Human Performance Technology: Research and Theory to Practice     

Harold D. Stolovitch 《Performance Improvement》2015,54(3):37-46

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Social Stereotypes as Educational Controls During Adolescence     

Harold D. Fleming 《The Educational forum》2013,77(3):333-337

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Application of the Levenshtein Distance Metric for the Construction of Longitudinal Data Files     

Harold C. Doran  Paul B. Van Wamelen 《Educational Measurement》2010,29(2):13-23

The analysis of longitudinal data in education is becoming more prevalent given the nature of testing systems constructed for No Child Left Behind Act (NCLB). However, constructing the longitudinal data files remains a significant challenge. Students move into new schools, but in many cases the unique identifiers (ID) that should remain constant for each student change. As a result, different students frequently share the same ID, and merging records for an ID that is erroneously assigned to different students clearly becomes problematic. In small data sets, quality assurance of the merge can proceed through human reviews of the data to ensure all merged records are properly joined. However, in data sets with hundreds of thousands of cases, quality assurance via human review is impossible. While the record linkage literature has many applications in other disciplines, the educational measurement literature lacks details of formal protocols that can be used for quality assurance procedures for longitudinal data files. This article presents an empirical quality assurance procedure that may be used to verify the integrity of the merges performed for longitudinal analysis. We also discuss possible extensions that would permit merges to occur even when unique identifiers are not available.  相似文献