NEWS & NOTES     

Gerald Goodall 《Teaching Statistics》2005,27(1):32-32

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What Assessment and Research Say About the Condition of Education     

Gerald W. Bracey 《Educational Measurement》1992,11(4):5-6

Do students today know less than their parents or grandparents did as students? Are they being academically outclassed by students of other nations? Or have ideologically driven policy makers painted an unnecessarily negative picture of student achievement?  相似文献   

An Analysis of Academic Library Web Pages for Faculty     

Susan J. Gardner  John Eric Juricek  F. Grace Xu 《The Journal of Academic Librarianship》2008,34(1):16-24

Web sites are increasingly used by academic libraries to promote key services and collections to teaching faculty. This study analyzes the content, location, language, and technological features of fifty-four academic library Web pages designed especially for faculty to expose patterns in the development of these pages.  相似文献   

A study of clinical questions posed by hospital clinicians.     

Grace Y T Cheng 《Journal of the Medical Library Association》2004,92(4):445-458

OBJECTIVE: This article presents the results of complementary research studies on the behaviors of hospital clinicians in asking clinical questions and the relationship between asking of questions, outcome of information searches, and success in problem solving. METHODS: Triangulation in research methods--a combination of mailed questionnaires, interviews, and a randomized controlled study--was employed to provide complementary views of the research problems under study. RESULTS: The survey and interviews found that clinical problems (concerned mainly with therapy and equipment or technology) were expressed as statements rather than questions (average number of concepts = 1.7), that only slightly more than half (higher for doctors) of problems could be solved, and that the majority of clinical questions were not well formed. An educational workshop however improved clinicians' formulation of questions, but the use of structured prompting was found to improve building of hypotheses in the doctors' group without training. The workshop also improved satisfaction with the obtained information and success in problem solving. Nonetheless, for both the experimental and control groups, more structured and complete questions or statements did not mean higher success rates in problem solving or higher satisfaction with obtained information. CONCLUSION: The triangulation methods have gathered complementary evidence to reject the hypothesis that building well-structured clinical questions would mean higher satisfaction with obtained information and higher success in problem solving.  相似文献   

Acquittal     

Gerald Russello 《Academic Questions》2014,27(2):237-243

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Childhood and Modernity in Cold War Mexico City     

Rachel Grace Newman 《Cultural and Social History》2019,16(5):679-681

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Confronting the biases in connoisseur review and performance indicators in higher education: A structural modelling approach     

Gerald R. Elsworth 《Higher Education》1994,27(2):163-190

Scholarly productivity and the research reputation of academic staff frequently dominate as criteria in the review of higher education courses, disciplines and institutions, a bias which represents a profound hazard for plausible evaluation. Three distinct outcome constructs were identified from analyses of performance indicator data gathered on the accounting discipline in Australia. They were the scholarly productivity of the academic staff involved, the quality of teaching and learning as perceived by students and graduates, and the academic efficiency, in terms of subject completion rates, with which the courses were conducted. Each outcome was shown to be related in a different manner to various characteristics of the courses investigated. The results challenge the orthodox view that scholarly productivity will lead naturally to other desired outcomes of higher education, question the usual surface level interpretation of performance indicators, and suggest that evaluation in higher education might combine connoisseur and performance indicator approaches within the framework of a realist epistemology, placing emphasis on the structures and mechanisms which generate the diverse and distinct outcomes of different courses.  相似文献   

Failure to obtain value enhancement by within-trial contrast in simultaneous and successive discriminations     

Arantes J  Grace RC 《Learning & behavior》2008,36(1):1-11

The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000). In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck). Contrary to Clement et al.’s results, we found that preferences between the S⁺ and S⁻ stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment 1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice probes may not provide unambiguous assessments of stimulus value.  相似文献   

Solving Bernstein's Problem: A Proposal for the Development of Coordinated Movement by Selection   总被引：6，自引：0，他引：6  

Olaf Sporns  Gerald M. Edelman 《Child development》1993,64(4):960-981

In recent years, many established concepts in the theory of human motor development have undergone profound change, and our knowledge has increased greatly. Nevertheless, some outstanding problems remain unsolved. A central problem concerns the redundancy of effective movements, first pointed out by N. A. Bernstein. The human motor system is mechanically complex and can make use of large number of degrees of freedom. The controlled operation of such a system requires a reduction of mechanical redundancy, effectively by reducing the number of degrees of freedom. More recent work has shown that this problem is hard to solve explicitly by computing solutions to the equations of motion of the system. Equally challenging to traditional computational approaches is the fact the motor systems show remarkable adaptability and flexibility in the presence of changing biomechanical properties of motor organs during development and when faced with different environmental conditions or tasks. Solutions to these problems would have a large impact on a variety of issues in child development. In this article, we stress the importance of the somatic selection of neuronal groups in maps for the progressive transformation of a primary movement repertoire into a set of motor synergies and adaptive action patterns. We present results from computer simulations of a simple motor system that works according to such selectional principles. This approach suggests a provisional solution to Bernstein's problem and provides new parameters to guide experimental approaches to the development of sensorimotor coordination.  相似文献   

The Effectiveness of the Responsive Teaching Parent-mediated Developmental Intervention Programme in Turkey: A pilot study     

Ozcan Karaaslan  Ibrahim Diken  Gerald Mahoney 《International Journal of Disability, Development & Education》2011,58(4):359-372

The case study was conducted to examine the feasibility of an early intervention curriculum called Responsive Teaching with two five-year-old children from Turkey who had significant developmental delays. This study determined whether Turkish mothers might be successful in learning to become more responsive to their children, and whether this would result in significant improvements in their children’s development. Both dyads received 28 individual parent–child intervention sessions which were conducted over a four-month period of time. Pre-, mid-, and post-assessments indicated improvements in the mothers’ responsiveness to their children and the children’s levels of engagement with their parents. There were also improvements in the children’s language and personal social development. Mothers reported that Responsive Teaching helped them learn to interact more effectively with their children and that this resulted in longer and more enjoyable interactions with them. Results from this investigation are discussed in terms of their implications for providing developmental services to preschool-aged children with disabilities in Turkey.  相似文献