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1.
To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has been director of the annual Institute for Education by Radio and Television.  相似文献   

2.
For a brief time in the mid‐1970s Desmond Nuttall was Secretary to a Certificate in Secondary Education (CSE) Examining Board. Desmond Nuttall was already well known for his work with the National Foundation for Educational Research and his appointment caused quite a stir both among those who expected him to be a catalyst for change in the public examination system and those who thought his talents would be lost in a sea of bureaucracy. His sojourn at the Middlesex Board was to be brief, too brief to prove right either the expectations or the cynics. Within 2 years of his appointment, the Middlesex Board had been absorbed into the London Regional Examinations Board and Desmond Nuttall entered the world of academia from where he continued to play a very significant role in examination developments.  相似文献   

3.
《欧洲教育》2013,45(4):46-54
Educational research in Luxembourg has up to now no official status. There are, however, three centres involved in educational research. The Centre of Educational Research (CRP) of the Ministry of Education was set up in 1976 to help in the reform of the educational system. The educational Institute (Institut Pédagogique) — a teacher education college for primary school teachers — of Walferdange has been engaged in educational research for the past 10-15 years; it has been concentrating on problem-solving research. The University Centre of Luxembourg is also doing some educational research.  相似文献   

4.
本文概要介绍了J. Michael Spector, M. David Merrill, Jeroen Van Merrienboer ＆ Marcy P. Driscoll主编的Handbook of Research on Educational Communication and Technology （Third edition）[《教育传播与技术研究手册（第三版）》,Lawrence Erlbaum Associates2008年出版]第一部分“研究基础”的主要内容。全文分为三个部分：历史基础、理论基础和指向学习真实性的理论观点。在历史基础部分,回顾了教育传播与技术发展史上的里程碑式的事件和经历的范式转变;在理论基础部分,概括了教育传播与技术所基于的学习心理学观点及其哲学基础、关于记忆与动机的实证观点以及传播理论、人机交互理论和教学设计理论;在指向真实性的理论观点中,综述了复杂性理论、体验学习理论和情境主义理论。最后对教育传播与技术研究基础的特点进行了简要讨论。  相似文献   

5.
Advice on classroom practice for helping pupils with a variety of special educational needs in mainstream settings is given by Dr Ann Hodgson, research officer, National Foundation for Educational Research.  相似文献   

6.
How Can We Use an Extra Pair of Hands?   总被引：1，自引：0，他引：1  
Classroom assistants are widely employed to support pupils with special educational needs. However, little attention has been paid to the way in which they are deployed and managed within the classroom. Drawing on research undertaken by the National Foundation for Educational Research, Felicity Fletcher-Campbell, senior research officer, NFER, identifies elements of good practice.  相似文献   

7.
What provisions are to be made in the new GCSE examinations for candidates who need special consideration because of their special educational needs? Don Ramsden, Secretary, East Midland Regional Examinations Board, and Mary Thompson, Secretary, East Anglian Examinations Board, describe the background to the new examinations and the proposed guidelines relating to 'handicapped' candidates to be issued shortly.  相似文献   

8.
Mamadou Ndoye 《Prospects》1997,27(1):79-84
Conclusion With this in mind, the globalization sought must be regarded not as an unwavering concept but rather as a process that all nations and regions are called upon to construct. To achieve this, they must pave the way for their own self-fulfilment. It falls to education in Africa to advance this process. Original language: French Mamadou Ndoye (Senegal) Minister of State for Basic Education and National Languages. He has extensive experience in both teaching and research. After being education inspector responsible for the Dakar city education district, he became researcher-educator at INEADE in Dakar in 1988. In 1993 he was appointed Minister of State for Literacy and the Promotion of National Languages. His many publications include:Ajustement structurel et éducation scolaire [Structural adjustment and formal education], (1991);Problèmes de réforme de l’éducation en Afrique [Problems of educational reform in Africa] (1990);Dette et éducation [Debt and education] (1989).  相似文献   

9.
Link arrangements between special and ordinary schools can provide a base for the full- or part-time integration of pupils with special educational needs and encourage the exchange of those ideas which lead to mutually beneficial curriculum development. A recent research project at the National Foundation for Educational Research has surveyed the current situation. Felicity Fletcher-Campbell, a Senior Research Officer at the NFER, outlines some of the findings and addresses some of the issue arising.  相似文献   

10.
《欧洲教育》2013,45(4):8-22
Among West European countries, Sweden is most advanced in coordinating educational policy-making with systematic research. The intellectual as well as the political climate in Sweden during the past twenty-five years has proved auspicious for the application of the behavioral sciences to social planning, and particularly to education. A prominent leader in this development — which has produced far-reaching reforms in the school system — has been Professor Torsten Husén. He directs the Department of Educational and Pyschological Research, School of Education, University of Stockholm, and is widely known as Chairman of the International Educational Achievement Study Group.  相似文献   

11.
紧扣当前教育信息化的时代背景,首次从信息视野,即基于信息视野教育研究原理,对教育研究设计进行研究探讨.以教育研究系统的教育研究者、教育系统、教育研究内容、教育研究方法、教育研究媒体、教育研究交互六要素不断迭代深入,为总体研究思路,并以案例进行了实践思考.期望为教育信息化时代教育研究设计及其相关理论提供一些借鉴.  相似文献   

12.
:教育行动研究是教育理论和教育实践结合的有效途径 ,效度则是决定这种结合的程度的主要因素。基于不同理论基础的研究效度具有不同的特点 ,教育行动研究的效度既不能以量化研究的效度来衡量 ,也不完全等同于质化研究的效度 ,而要从教育行动研究的目的和过程来把握  相似文献   

13.
20世纪80年代以来我国教育体制改革的启动与推进,离不开党的政策指引。从1985年的《中共中央关于教育体制改革的决定》到1993年的《中国教育改革和发展纲要》,再到2010年的《国家中长期教育改革和发展规划纲要》,这一系列重大教育政策的颁行,充分体现了党对教育发展的深谋远虑和系统部署。我国的教育体制改革已取得明显成效,但依然任重而道远。继续深化教育体制改革需要有对教育政策更良好的理解与执行。  相似文献   

14.
Set against a period of rapid change, education has grown in political importance and policy development has moved from the local authority to central government with a key role being played by the Secretary of State. Based on a series of semi-structured interviews, with 10 politicians who have served as Secretary of State for Education, this paper considers a range of issues related to the development and implementation of education policy in England. This paper focuses on motivation and preparation for the role, the movement of ministers, regional factors, relationship with the Prime Minister and the breakdown of consensus. It illustrates the reality of policy implementation against the political realities of serving as a Government minister and the illusion of being able to develop long-term strategies in a rapidly changing environment.  相似文献   

15.
This paper is the outcome of research conducted between June 2010 and January 2011 as part of understanding the building the education revolution (BER) a major policy initiative of the Australian Federal Government which commenced when Julia Gillard, now PM, was the Federal Minister of Education. The BER policy initiative was part of an economic stimulus package delivered in response to the global economic crisis. It saw funding distributed through State governments to schools to develop new learning spaces and facilities. In the Victorian context the timing of the BER came after years of research and development in learning space design and policy under the Victorian Schools Plan and the Building Schools for the Future policies. It outlines both the scope of the research projects undertaken by Deakin University’s Centre for Research in Educational Futures and Innovation with the Department of Education and Early Childhood Development, Victoria and the approach to using visual methodologies within these projects. The notion of the research as educational tourist is introduced in a discussion of using photographs as ethnographic field notes. As is often the case in such projects, timelines for research and delivery of research products is not always ideal for first wave rigorous analysis intended in the initial research proposals. In light of this the research team had generated, through researcher and participant photography, more data than could be reasonably dealt with. This paper explains the process and usefulness of photography as field notes to expedite research conversations and analysis in the writing of the case studies and construction of the portal. The construct of researchers as educational tourists is also theorised as a way of understanding how images mediate the ethnographically-informed research experience.  相似文献   

16.
The National Foundation for Educational Research (NFER) is now in its 50th year. Its mission and structure are outlined. The research programme is reviewed, and work in three illustrative areas — testing, programme evaluation and integration of pupils with special educational needs — summarized. Its information and dissemination activities are described. Finally, issues for future concern are addressed.  相似文献   

17.
Elementary education is an ideal field for educational research, not only because of the special difficulties that are inherent in it—such as the problem of communication with the children and resistance to change on the part of the teachers—but also because the advance of knowledge is bound up with the revision of its foundations and because a child's early training has a vital influence on the subsequent development of his mental powers and particular talents. Research into elementary education is rendered still more valuable and urgent by two additional factors: changes in the child's family and social status, and advances in the sciences which shed light on the various aspects of those changes. Research at this educational level—important, urgent, but also difficult—promises to be rewarding and the results should lead to considerable changes in teacher training. However, the author is not concerned with this aspect; he is trying to examine to what extent an introduction to educational research and participation in it should be included in teacher training, and how this can be done. Nevertheless, the close relationship thus established between such research and training also implies that we are concerned with training as a subject of research. Raymond Lallez, Director of the Centre for Research and Training at the école Normale Supérieure in Saint-Cloud and a member of the French National Commission for Unesco, worked in child psychology at the University of Montpellier before becoming an adviser to the Minister of National Education of Cambodia. He has taught at several universities in the United States and is currentlyrapporteur for the National Centre of Scientific Research, in addition to his other functions in French national educational planning.  相似文献   

18.
国际教学设计研究自20世纪90年代起开始转型,其中心也不再仅仅局限于教学设计研究的发源地美国。本访谈将要介绍的就是来自荷兰的当代国际著名教学设计专家和教育技术专家范梅里恩伯尔和基尔希纳,着重了解他们团队提出并持续20余年不断完善的"综合学习设计及其十个步骤",具体体现在《综合学习设计:四元素十步骤系统方法》一书中。两位作者曾经非常深刻地概括过这一理论的特质是:聚焦综合学习,以学习理论为厚实基础并采用高度灵活的设计方法,以有效解决当前教育培训领域的三大痼疾:学习任务分割化、学习内容碎片化和学习迁移悖论,并以此为教学设计的复兴作出贡献,回应瞬息万变知识社会的教育需求。综合学习设计代表了一种新的教学设计方法论,值得注意的是,梅里尔的"五星教学设计(首要教学原理)"和范梅里恩伯尔等的"综合学习设计(四元教学设计)"不约而同地于2002年发表在国际教育技术权威刊物《教育技术研究与发展》上。严格地说,它们不是一两个个别的理论或者模型,而是一股有着共同旨趣和追求、前景广阔的教学设计新潮流。由盛群力主持翻译的《综合学习设计:四元素十步骤系统方法》(下文简称《综合学习设计》)已经由福建教育出版社正式出版(当代前沿教学设计译丛,2012年7月)。正像梅里尔对这一理论做出的评价那样:"《综合学习设计》一书是设计有效教学的绝佳宝典,综合学习设计有助于教学达到有效果、有效率和有学习参与热诚的境界。"十个步骤融合了"问题教学"与"直导教学"的各自优势,对当前不尚空谈、务实探索的各种已有成果进行了绝妙综合。美国南加州大学洛杉矶分校认知技术研究中心教授、著名教育技术专家理查德.克拉克曾经这样感叹道:"《综合学习设计》代表了一种非常综合的方法,即既有最佳实践的依据,又有可靠研究的支撑,体现了有关学习、培训与迁移研究的现有水准,任何涉足教学、公司培训或者培训系统管理的人士阅读本书都是明智的选择。"我们则认为,《综合学习设计》系统反映了当代国际教学设计一流研发团队的最新应用成果,是将教育技术先进生产力转化为教学实践效益的可贵尝试。如果您立志为面向完整任务、聚焦解决问题与实现学习迁移而开展教学;如果您希冀了解教学设计潮流,开发创生性人力资源,探索促进专业成长的道路,那么,就请和我们一起"浸入"!杰罗姆.J.G.范梅里恩伯尔(Jeroen J.G.Van Merrinboer,1959-)现任荷兰马斯特里赫特大学教育发展与研究系学习与教学方向教授,曾多年担任荷兰开放大学教育技术研究中心主任和荷兰十所大学联校教育研究中心主任。范梅里恩伯尔在特温特大学获得教学技术学方向的哲学博士学位,在认知架构与教学、综合学习的教学设计、教学设计的整体化方法和适应性数字学习应用等方面颇有专长。他已经发表了150余篇学术论文,且担任《学习与教学》等数家学术刊物的编委。他因出版代表作《掌握综合认知能力》(1997)和提出"综合学习设计"(或称"四元教学设计")被公认是世界教育技术研究领域的一位领军人物,并曾获得美国教育传播与技术协会颁发的"国际贡献奖"。保罗.A.基尔希纳(Paul A.Kirschner,1951-)系荷兰开放大学学习科学与技术中心(CELSTEC)教育心理学教授,同时也是学习与认知研究项目负责人、荷兰国家终身学习实验室(NeLLL)科研主任。他在荷兰开放大学获得哲学博士学位。作为一位国际知名的学者,基尔希纳的研究擅长领域包括终身学习、计算机支持的协作学习、数字化或其他创新性学习环境的设计、开放教育资源、教育媒体应用、教师远程学习材料开发、认知能力的实际应用、设计与开发电子学习环境和工作环境以及信息技术教育系统的创新与应用等。  相似文献   

19.
Abstract There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers.  相似文献   

20.
In this article, I comment on the seven articles that appeared in the special issues of Educational Technology Research and Development (1998, 46(4); 1999, 47(2)) and an associated American Educational Research Association (AERA) symposium, as well as other selected developments in educational technology as presented in a recent edited volume (Jacobson & Kozma, in press). I address the importance of the research and development (R&D) described in these articles and identify five interconnected themes that cut across many of them: the centrality of design, the enabling capabilities of technology, collaboration with new partners, scaling up of projects, and the use of alternative research methodologies. Together, the projects described in these articles are defining new directions for educational technology that put it at the forefront of educational R&D. At the same time, I direct a critique and challenge to traditional instructional systems design (ISD) technology programs.  相似文献   

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