Setting the standards for medicines     

Gregory Haines 《Metascience》2012,21(1):211-217

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Analysis of helvite from Virginia     

Reuben Haines 《Journal of The Franklin Institute》1882,114(1):38-40

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Social work: a non-existent profession in search of itself     

Reuben Bitensky 《Higher Education Quarterly》1978,33(1):65-73

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Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness     

Frederic J. Medway  Reuben M. Baron 《Contemporary educational psychology》1977,2(3):298-310

Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed.  相似文献   

“A Little Turn Through the Country”: Presley's Bicycle Ride in Frank Norris's The Octopus     

Reuben J. Ellis 《Journal of American culture (Malden, Mass. : 2003)》1994,17(3):17-22

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Implementing the information prescription protocol in a family medicine practice: a case study     

Marianne Burke  Peggy Carey  Laura Haines  Alan P Lampson  Fred Pond 《Journal of the Medical Library Association》2010,98(3):228-234

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Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity     

Michelle E. Jordan  Reuben R. McDaniel Jr. 《学习科学杂志》2013,22(4):490-536

This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning.  相似文献   

Self‐help in research and development relating to assessment: a case study     

Mantz Yorke  Peter Evanson  Chris Haines  Don Jenkins  Peter Knight 《Assessment & Evaluation in Higher Education》2004,29(4):389-399

This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, ‘The Student Assessment and Classification Working Group’ (SACWG). However, greater attention is given to demonstrating what a self‐help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met.  相似文献   

Assessing mathematical communications about projects and investigations     

Chris Haines  John Izard 《Educational Studies in Mathematics》1994,27(4):373-386

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“Students Get What Flows Downward”: District Leaders’ Rationalizations of the Standardized Testing of Children     

Charles Munter  Cara Haines 《The Educational forum》2019,83(2):160-180

What do students stand to gain from high-stakes, standardized testing? We consider answers to this question from the perspective of urban district leaders tasked with designing and overseeing the implementation of standardized testing policies. Results revealed variation in leaders’ framing of and rationale for standardized testing with respect to benefits for students and whether/why students should strive for high test scores. Implications for both approaches to standardized testing and broader improvement initiatives are discussed.  相似文献