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1.
Training,stability and control 总被引：1，自引：0，他引：1
B. R. Gaines 《Instructional Science》1974,3(2):151-176
This paper presents a system-theoretic approach to the analysis of the problem of training formally relating it to the control of an abstract dynamic system, the adaption automaton of the trainee. The utility of this formulation and the possibility of basing real training strategies upon it are discussed, and it is argued that further constraints upon the automaton are both necessary, and available, in so far as the theory corresponds to practical reality. The minimal constraints generate an extended theory in which training is related to the stability of the adaption automaton. More practical constraints lead to theoretical foundations for strategies of feedback or adaptive training. Corresponding to each set of constraints a training theorem is proved which demonstrates that the constraint is adequate to lead to a simple universal training strategy.Although this paper is highly theoretical it is argued that the formal concepts introduced correspond to intuitive models of the phenomena of learning and training which are implicit in the design of many training systems. It is hoped that the formal analysis will throw new light on these implicit assumptions and help to clarify discussion of practical approaches to training, including the possibility of computer-aided instruction given on our present level of knowledge of human cognitive skills or individual students. 相似文献
2.
The Changing Debate on Internationalisation of Higher Education 总被引：3，自引：0，他引：3
Ulrich Teichler 《Higher Education》2004,48(1):5-26
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding. 相似文献
3.
Dr. William Toombs 《Research in higher education》1977,7(1):43-65
Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources. 相似文献
4.
Diane M. Kohl 《Early Childhood Education Journal》1990,17(3):12-15
Children use mathematical terminology throughout their daily play. While observing a group of children during play, one is likely to hear comments such as: He has more, These are my numbers, Jane has the biggest half, I'm bigger than you 'cause I'm five years old, Give me the round one, I gave each child one cupcake, and so on.Diane M. Kohl is Assistant Professor of Child and Family Development, The University of Georgia. 相似文献
5.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
6.
Randy Stoecker 《Innovative Higher Education》1990,14(2):141-153
Lower division courses are typically perceived by students as blow-off courses. We can overcome this image. This paper contrasts active and passivelearning environments, and describes efforts to create an active, critical learning environment in both Introduction to Sociology and The Family System-typical lower division courses in Sociology. A review of grade distributions, quantitative course evaluations, qualitative course evaluations, and a survey asking students to subjectively compare the active learning course structure to the typical multiple choice format provide evaluation data. Finally, the paper discusses problems in using these innovations.Randy Stoecker recently received a Ph.D. in Sociology from the University of Minnesota, and has been exploring alternative pedagogies since 1982. He has published in the areas of social theory and social movements. An earlier version of this paper was presented at the Midwest Sociological Society Annual Meetings, Minneapolis, Minnesota, 1988. Many thanks for insightful comments by Tuck Green, Ron Berger, and an anonymousInnovative Higher Education referee. 相似文献
7.
Martin Cooper 《Educational Studies in Mathematics》1992,23(2):179-202
The errors made when high-school students locate reflections in horizontal, vertical or slanting mirrors were examined. A questionnaire consisting of thirty-six perspective drawings, each portraying an upright transparent cube containing a two-sided mirror, was given to 394 Australian students from grades 7, 9 and 11. On a corner, an edge, or a face of each cube was drawn either a point or a straight-line segment. The task was to draw its image (reflection). Analysis of errors revealed a strong tendency towards horizontal or vertical sliding, suggesting that the edges of the cube act in much the same way as a horizontal-vertical background grid does in the two-dimensional case. 相似文献
8.
Enrico Giannetto 《Science & Education》1993,2(3):227-238
Through a physical, historical and epistemological analysis it is shown how much is wrong with the idea that relates impetus theory to a non-grown-up physical and epistemological conception. Indeed, it yields that impetus theory of Buridan and Oresme can be formalised and can furnish us a natural, non-violent interpretation of (classical) mechanics as well as a more general, physical hermeneutics of the world. Then, the possible relevance of impetus theory for science education is strongly pointed out. 相似文献
9.
Harry Morgan 《Early Childhood Education Journal》1985,13(2):12-15
In our current quest for excellence, we often miss the essential nature of it. It is trendy to use such terms as back-to-basics, gifted education, and excellence to describe a new teaching strategy or innovative educational program. It is also true that many of these programs designed for children are really intended to benefit others.Harry Morgan is Chairman of Early Childhood Education at West Georgia College in Carrollton. He is author ofThe Learning Community (Charles Merrill). 相似文献
10.
Kerry S. Walters 《Innovative Higher Education》1990,15(1):17-28
Conventional instruction in critical thinking technique tends to conflate logical thinking with rational or good thinking. But in doing so, it ignores the creative and intuitive functions of rationality, thereby encouraging a mechanically rote approach to textual analysis, problem solving and problem construction. This overemphasis upon straightforwardly logical calculus of justification functions, and its concomitant deemphasis of intuitive pattern of discovery ones, constitute the Spock Fallacy. Its epistemological weakness and pedagogical hazards are explored.The author of two books and numerous articles, one of his specialties is philosophy of education and critical thinking. 相似文献
11.
Herbert Altrichter 《Higher Education》1982,11(5):499-510
The author reports on an empirical research project which investigated the occupational distribution of Austrian PhD's who graduated in education. Nearly 50% of the graduates interviewed are employed in the occupational fields universities and teachers' training. On the contrary new occupational fields which may be estimated as potential job-areas in consequence of international experience (like social work, further education, special education for the handicapped, vocational traning, etc.) employ a very small number of graduates. No manifest unemployment could be found. However about 20% of the graduates are over-qualified for their jobs ——most of them working in the occupational field schools. The article concludes with some suggestions for the development of the educational graduates' curriculum by emphasizing elements of orientation for the students (concerning their motives for studying and their professional expectations) and application of educational knowledge. 相似文献
12.
Jan Van Den Brink 《Educational Studies in Mathematics》1993,24(1):35-64
Three teaching designs are offered. They were developed for 12 to 16 year old pupils taking into account their personal differences in terms of gender (in Making Up the Cube), culture (in Mecca), knowledge, and use of calculators in The integrating calculator. The designs concern the representation of three-dimensional objects in the plane, directions and great circles on the sphere, and exploration of the integrating calculator. 相似文献
13.
Formalist conceptions of aesthetic goals began to give way from the 17th century on to rationalist accounts of experience. Beauty as described as essential by Renaissance thinkers was reconceived as just one possibility, with the sublime in Burke's account as another. In the early 20th century Clive Bell again asserted a formalist position with his argument for significant form. The weakness of the formality position, and the need for a richer, more contextual account of aesthetic goals and experience is argued with reference to the idea of thick and thin concepts as applied by Bernard Williams to ethics, Wittgenstein's attention to the way in which language is used in a specific context, and Scruton's emphasis on an informed conception of the object of aesthetic attention. Beauty, in Alberti's procedural account if not in his version of the Platonic ideal, can be seen to continue to have critical value. The idea of character, however, offers a broader range of possibilities for experience and of goals for design. 相似文献
14.
Merker hypothesized that because mobile creatures move around and must constantly readjust their map of the world and because the demands are so great for continually processing information for a map of the world, evolution has created a space in the brain where such preprocessing has been eliminated. This space he calls consciousness with the preprocessing in the unconscious. Using Merker's view, this paper explores the process of changing paradigms, giving advice and the implications for learning. 相似文献
15.
Asavia Wandira 《Higher Education》1981,10(3):253-273
For the past two decades universities in Africa have been engaged in a re-examination of their relationship with society. In the light of this, the popular characterization of the African university as reflecting colonial, international, stages of development, or levels of integration models, appears inadequate to describe the challenge involved in creating an African identity for the university. Similarly, conceptions of the university as an instrument for creating an educated, planned or changed society or to think of it in terms of preserving and reflecting the dominant features of society, seem inadequate to describe fully the demands of contemporary and future society upon the university. A new framework of thought is urgently required; such a framework would encompass the desired aims of both the university and society and the relationships - dynamic and organic - between them. This article attempts to formulate such a framework and indicates its implications for the structure, content and operation of the university in Africa. 相似文献
16.
David L. Tan 《Research in higher education》1992,33(2):205-226
Most quality assessment studies utilize a univariate approach to the assessment of quality. While the univariate approach has some merit, this study presents an alternative—the multivariate approach. Factor analysis identified three clusters of variables potentially linked to quality. These clusters, labeled faculty research, input, and student, were later used as bases for measuring departmental excellence. Seven indicators based on these clusters were developed. The indicators that combined the first and second clusters and the indicators that combined all three clusters appeared to have produced the best estimates of departmental excellence. 相似文献
17.
One of the main differences between novice and expert problem solving in physics is that novices mostly construct problem representations from objects and events in the experimental situation, whereas experts construct representations closer to theoretical terms and entities. A main difficulty in physics is in interrelating these two levels, i.e. in modelling. Relatively little research has been done on this problem, most work in AI, psychology and physics education having concentrated on how students use representations in problem solving, rather than on the complex process of how they construct them. We present a study that aims to explore how students construct models for energy storage, transformation and transfers in simple experimental situations involving electricity and mechanics. The study involved detailed analysis of problem solving dialogues produced by pairs of students, and AI modelling of these processes. We present successively more refined models that are capable of generating ideal solutions, solutions for individual students for a single task, then models for individuals across different tasks. The students' construction of energy models can be modelled in terms of the simplest process of modelling — establishing term to term relations between elements of the object/event world and the theory/model world, with underlying linear causal reasoning. Nevertheless, our model is unable to take into account more sophisticated modelling processes in students. In conclusion we therefore describe future work on the development of a new model that could take such processes into account.1. CHENE = CHaîne ENErgetique, or Energy Chain. (In French Chêne also means oak).2. Throughout the rest of the paper we use the following simple notation in order to avoid possible confusion between modelling as a process performed by the students, in the domain of physics, and AI modelling of the former modelling process: students' modelling in physics = modelling
SP
; AI modelling (of modelling
SP
) = modelling
AI
.3. It has not been necessary to use more sophisticated strategies at the stage of our work reported here. The next system, modelCHENE, will directly address this issue.4. Note that what we refer to in this context as problem solving may in another context be viewed as construction of a qualitative representation for subsequent quantitative problem solving.5. The protocols indicate that students use this as a kind of anchor in their reasoning-some students returning to it in order to resolve impasses. As the current problem solver provides no mechanism for handling impasses we cannot model the reuse of information in any meaningful way.6. We are grateful to an anonymous reviewer for this example.7. This provides the minimum distinction for our initial needs.8. Though there is a difficult step in deciding that the moving object really is the last unassigned object-since that requires setting aside any need to assign roles to, for example, connecting strings etc.9. At the moment we have to provide psCHENE with slightly different rulesets: providing rules with priorities would be more convenient. 相似文献
18.
COLLEGE RANKINGS: Democratized College Knowledge for Whom? 总被引：3，自引：0，他引：3
McDonough Patricia M. Lising Anthony Walpole Antonio Marybeth Perez Leonor Xochitl 《Research in higher education》1998,39(5):513-537
Every fall the opening of the academic year is heralded by an ever increasing number of newsmagazines that rank colleges. In addition to the standard bearers of this market — U.S. News and World Report and Money — magazines that offer their readers advice on how to choose a college are proliferating. For example, one can find lists of the "best colleges" and "best buys" accompanied on newstands by the top jock schools (Sports Illustrated), the best party schools (Playboy), and the best colleges for Asian Americans (A. Magazine). This paper is a study of who uses the contentious and seemingly influential newsmagazine rankings of U.S. colleges and universities, and an analysis of what types of freshmen find these rankings useful in making their choice of college. Equally important, it is a discussion of why reputations are important and how they can serve as a hedge against uncertainty. Finally, the paper provides an analysis of the for-profit sector's encroachment into a critical educational equity arena-college access-embedded within a discussion of whether widely available college rankings result in democratized college knowledge. 相似文献
19.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
20.
Dr. Rudolph A. Cain Ed.D. 《Innovative Higher Education》1981,6(2):111-127
Many traditional faculty now find themselves working with nontraditional students. New faculty models such as mentoring have emerged in response to the new student. The purpose of this study was to examine the mentoring role at Empire State College, State University of New York, on the basis of mentors' behavior responses to mentor-defined problems. The Critical Incident Technique was the method used to elicit reported and recalled incidents which either facilitated or impeded mentoring. Significant problems cited in the findings included communications gap in mentor/student relationship and the student's incompletion of academic work. Typical corresponding responses to such problems included providing support, demythologizing the learning process, setting behavior limits, and assessing and reassessing student performance. On the other hand, the critical requirements which were inductively derived from the critical incidents, as well as the practical implications which were gleaned from the study, revealed a definite extension of the traditional faculty role.The original document from which this article was adapted, including an extensive bibliography is on file with University of Microfilms International, Ann Arbor Michigan, 48108. 相似文献