排序方式： 共有45条查询结果，搜索用时 15 毫秒
1.
2.
3.
D. Royce Sadler 《Instructional Science》1982,11(3):265-271
Many of the concepts and principles used in cybernetics are helpful in examining and designing instructional systems. However, the operational utility of cybernetic models is dependent on the match between the phenomenon being modelled and the model itself. In this paper, the position is taken that except in those forms of learning where the criteria for success are independent, fixed, and few in number, the cybernetic paradigm cannot be applied to curriculum development without a modified interpretation of how evaluation criteria can act as system control variables. 相似文献
4.
5.
Three emotionally divergent strains of mice (SWR/J, A/HeJ, and SJL/J) were mated to produce three populations: a pure strain population (N = 90), an F1 population (N = 120), and an F2 population (N = 96). All Ss were tested on a battery of measures of emotionality. Each population was factored separately by principal components factoring with varimax and promax rotations. Factorial invariance was assessed quantitatively by congruence coefficients. Eight of the resultant factors were found to be replicable across populations. These were autonomic balance, motor discharge, territorial marking, acrophobia, tunneling-1, tunneling-2, underwater swimming, and audiogenic reactivity. Of the eight factors, motor discharge was most distinct in each population and tunneling-1 was least distinct. 相似文献
6.
Royce Kimmons Jeffrey P. Carpenter George Veletsianos Daniel G. Krutka 《Learning, Media and Technology》2018,43(3):307-325
This study utilizes public data mining to explore participation divides of all available K-12 institutional Twitter accounts in the U.S. (n?=?8275 accounts, n?=?9,216,853 tweets). Results indicated that U.S. schools used Twitter to broadcast information on a variety of topics in a unidirectional manner and that hashtags included a variety of intended purposes, including affinity spaces, education topics, emotive language, and events. Those schools in wealthier, more populated areas were more likely to use Twitter, with wealthy, suburban schools being the most likely to use it and poor, rural schools being the least likely. Furthermore, factors such as charter school status and urbanity influenced the content of school tweets on key issues, with schools in more populated areas tweeting more about coding and college than schools in less populated areas and charter schools tweeting more about college and the politicized educational issue of common core than non-charters. These results reveal participation differences between schools based upon demographics and provides a basis for conducting future large-scale work on publicly available artifacts, such as school tweets, that may be meaningfully used as education research data. 相似文献
7.
The Academic Rational Beliefs Scale: Development,Validation, and Implications for College Counselors
Paul J. Egan Joseph R. Canale Peter M. del Rosario Royce M. White 《Journal of College Counseling》2007,10(2):175-183
This study reports on a new instrument, the Academic Rational Beliefs Scale, designed to measure college students' academic beliefs along a rational‐irrational continuum. The new instrument is potentially useful when working with students experiencing academic difficulties. Information about test construction, reliability, validity, and generalizability are presented and implications, benefits, and cautions associated with use of the instrument as a college counseling tool are discussed. 相似文献
8.
D. Royce Sadler 《Higher Education》2014,67(3):273-288
9.
10.
We report on a survey of K-12 teachers and teacher candidates wherein participants evaluated known models (e.g., TPACK, SAMR, RAT, TIP) and provided insight on what makes a model valuable for them in the classroom. Results indicated that: (1) technology integration should be coupled with good theory to be effective, (2) classroom experience did not generally influence teacher values and beliefs related to technology integration, (3) some models may be more useful to teachers than others, (4) the widespread use of a model does not necessarily reflect usefulness, (5) useful models for teachers should engender real-world, concrete application, and (6) visual appeal of a model is largely subjective, but some visual representations might convey notions of practicality. Conclusions should be used to help researchers and practitioners understand the practical application value of technology integration models in real-world settings. 相似文献