Policies for responding to allegations of fraud in research   总被引：1，自引：0，他引：1  

Greene PJ  Durch JS  Horwitz W  Hooper VS 《Minerva》1985,23(2):203-215

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An Introduction to the National Development Programme in Computer Assisted Learning     

Richard Hooper 《British journal of educational technology : journal of the Council for Educational Technology》1977,8(3):165-175

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An analysis of the PPCF as a theoretical framework for an instrument to examine teacher priorities for selecting curriculum content     

C D Ennis  L M Hooper 《Research quarterly for exercise and sport》1990,61(1):50-58

The purpose of the research was to develop an instrument to examine physical education teachers' priorities for curricular decision-making. The purpose dimension of the Purpose Process Curriculum Framework (PPCF) was used as the theoretical structure for content decisions. Three studies are reported that investigate the reliability and validity of the proposed instrument. Items were evaluated for relevance and validity of the proposed instrument. They were evaluated for relevance and theoretical consistency by physical education teachers (Study 1) and curriculum specialists (Study 2). Acceptable items were then placed in a ranking format and field tested with physical educators in three school districts (Study 3). Results from Study 1 indicated that secondary level physical education teachers supported the relevance of items to reflect the educational setting in their classes. In Study 2, mean ratings of curriculum specialists established that 19 of the 22 categories were theoretically consistent with the PPCF. However, internal consistency coefficients (alpha) for 10 of the 22 purposes were less than .70. Follow-up field tests with physical educators in Study 3 indicated that only one category, joy of movement, had a coefficient above .70. In this research internal consistency coefficients were too low to make a claim for the reliability of the concept scales of the instrument. The multidimensionality of the purpose concepts raised questions regarding the validity of the PPCF and prohibited the use of the framework as a theoretical basis for instrument development.  相似文献   

A STUDY OF OLDER STUDENTS ATTENDING UNIVERSITY CLASSES     

J. O. Hooper  G. B. March 《Educational gerontology》2013,39(4):321-330

Recently, March, Hooper, and Baum (1977) described a sample of 99 nonstudent elders in terms of their demographic characteristics and their attitudes toward lifelong learning. The sample was found to be well‐educated (mean years of education = 13.61, SD = 9.43), active in the community, well‐read, and fairly affluent. The majority demonstrated a quite open attitude toward the appropriateness of formal education in old age, but also felt that learning can be acquired outside the classroom: “living is learning.”

The present study was undertaken to similarly describe a sample of elderly people enrolled in the University of Wisconsin guest student program, and to contrast these respondents with those in the earlier study. The student group was found to be significantly younger than the nonstudent group (mean = 70.78, SD = 7.21 vs. mean = 74.69, SD = 8.45; t = 2.87, p < .001). Although there is no difference in the mean years of education of the two groups, there is significantly greater variability in years of education in the student group (F = 10.98, p < .001), with 50.4% of the nonstudent group versus 21.6% of the student group having 12 years of education or less. Additionally, it was found that only 10 of the 139 student respondents did not have either personal or vicarious personal (through familial significant others) experience with higher education in youth.

The respondents’ stated preference for class format and student group age is also summarized, and some implications for educational gerontology are discussed.  相似文献   

Piagetian structuralism and learning: Reflections on two decades of educational application     

James E. Johnson  Frank H. Hooper 《Contemporary educational psychology》1982,7(3):217-237

In light of salient measurement and evaluation issues a content analysis approach was chosen to assess the value and problem of applying Piagetian theory to early childhood education. Focal changes in implementation were analyzed with emphasis upon the so-called unique contributions of the theory to teaching goals, beliefs, understandings, and practices. Structuralism was compared favorably with learning theory in providing a conceptual basis for educational application. The inherently dialectical nature of Piaget's views of knowledge presents an intuitively appealing albeit conceptually and methodologically abstract approach to educational innovation. It was concluded that applying Piagetian theory to education, in agreement with these special developmental dynamics, involves an interactively changing theory and data base as teachers and children develop over time.  相似文献   

Time motion analysis of 2001 and 2002 super 12 rugby     

Duthie G  Pyne D  Hooper S 《Journal of sports sciences》2005,23(5):523-530

The aim of this study was to quantify movements of Super 12 rugby players in competition because information on elite rugby players' movements is unavailable. Players were categorized into forwards [front (n = 16) and back row (n = 15)] and backs [inside (n = 9) and outside backs (n = 7)] and their movements analysed by video-based time motion analysis. Movements were classified as rest (standing, walking and jogging) and work (striding, sprinting, static exertion, jumping, lifting or tackling). The total time, number and duration of individual activities were assessed, with differences between groups evaluated using independent sample t-tests (unequal variances), while differences between halves were assessed with paired sample t-tests. Forwards had 7:47 min:s (95% confidence limits: 6:39 to 8:55 min:s, P<0.01) more time in static exertion than backs, but backs spent 0:52 (0:34 to 1:09, P = 0.01) min:s more time sprinting than forwards, and had a 0.7 (0.3 to 1.2, P = 0.01) s longer duration of each sprint. Forwards spent 7:31 (5:55 to 9:08) min:s more time in work activities (P = 0.01) and had 2.1 (1.3 to 2.8) s longer work durations (P<0.01) than backs. The results indicate frequent short duration (<4 s) work efforts followed by moderate duration (<20 s) rest for forwards, and extended (>100 s) rest duration for backs. High-intensity efforts involved static exertion for forwards (mean +/- standard deviation frequency = 80 +/- 17) and sprinting for backs (27 +/- 9). In conclusion, after nearly a decade since becoming professional, elite rugby union is still characterized by highly intense, intermittent movement patterns and marked differences in the competition demands of forwards and backs.  相似文献   

Some new approaches to research and development funding     

Richard Hooper 《Higher Education》1978,7(1):13-26

Some new approaches to research and development funding, adopted by the United Kingdom's National Development Programme in Computer Assisted Learning are described. The five-year, £2.5 million National Programme, sponsored by seven Government departments, was set up in 1973 at a time of widespread concern about government R & D funding. The funding strategy of the Programme is described in the hope that it might apply to the funding of other educational innovations. Four unusual features are discussed in detail, the aim of the Programme; the role of the Programme directorate in cooperative funding; the approach to evaluation; and the emphasis on project management.The main aim of the Programme, from which all other policy and management decisions derived, was the institutionalisation of innovation. The Programme directorate, by contrast to the central staff of research councils, was active and interventive in the formulation of policy, the design and selection of projects, and their evaluation. A cooperative approach to funding was adopted which permitted projects to combine national and local interests, in an effort to avoid the over-centralisation of some of the large schools curriculum development projects in the UK and the USA, and the parochialism of some higher education research funding. A major evaluation device used in the National Programme was the midterm evaluation of projects. Projects were step-funded for one or two years in the first instance, with continued funding dependent on the outcome of the midterm evaluation. A further novel feature of the evaluation was the existence of independent educational and financial evaluation. Project management skills were considered important in the Programme, and various techniques were adopted, such as virement, to improve project management and control.  相似文献   

Computer-assisted foreign language learning: Effects of text,context, and gender on listening comprehension and motivation     

Solveig Jakobsdóttir  Simon Hooper 《Educational technology research and development : ETR & D》1995,43(4):43-59

A computer-based foreign language lesson was developed to study the effects of text, context, and gender on listening comprehension and motivation. A total of 109 fifth grade students responded to spoken commands, with text and a story absent or present. Presenting spoken language with text appeared to assist the development of listening skills. When text was present, students made fewer errors on the subsequent comprehension test and gave higher relevance and confidence motivation ratings than when text was absent. Girls demonstrated higher achievement than did boys and rated the lesson higher, indicating that girls tend to like different kinds of software than do boys. An interaction between context and gender regarding achievement was significant: Girls, but not boys, made fewer errors after a story-embedded lesson.  相似文献   

The effects of group composition on achievement,interaction, and learning efficiency during computer-based cooperative instruction   总被引：1，自引：8，他引：1  

Simon Hooper  Michael J. Hannafin 《Educational technology research and development : ETR & D》1991,39(3):27-40

This study investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based instruction. A total of 125 sixth- and seventh-grade students were randomly assigned to heterogeneous or homogeneous dyads. Groups were designated as having either group or individual account-ability for mastery of lesson content. Cooperative dyads completed a tutorial on a novel symbolic mathematics topic, featuring basic symbol learning and application of the symbols. Indicators of ongoing cooperation were collected during instruction. Five days later, students completed a posttest. Low-ability students interacted more and completed the instruction more efficiently in heterogeneous than in homogeneous groups. High-ability students completed the instruction more efficiently in homogeneous than in heterogeneous groups. Cooperation was significantly related to achievement for heterogeneous ability groups, but not for either homogeneous high- or low-ability students.  相似文献   

Report on the International Conference on Education and Research in Educational Television and Radio, held at the Open University, 9-13 April 1974     

Neil Barnes  Richard Hooper 《British journal of educational technology : journal of the Council for Educational Technology》1976,7(3):47-50

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