A test of a linear programming model as an optimal solution to the problem of combining methods of reading instruction     

James W. Mills  Philip K. Jensen  Martin Hershkowitz 《Instructional Science》1973,2(2):215-233

Traditional research on the methods used in teaching developmental reading at the higher educational levels has focused on either an examination of one method or a comparison of different methods. An important problem which has been largely ignored is that of developing rationales and methods for combining different methods on an individualized basis. Linear programming provides a mathematical model for determining an optimal combination of available methods in accordance with the student's original levels of input, expected gains, and goals. The study reported herein tested an application of the Linear Programming Model at the Reading Clinic of Drew University. Results, while not conclusive, indicate that this approach yields greater gains in speed scores than a traditional approach for this population.This study was made possible by a grant from the ESSO Education Foundation to Drew University of Madison, N. J. Part of this presentation is adapted from an earlier statement of the problem (Hershkowitz et al., 1969). An earlier version of this paper was presented at the Operations Research Society of America, 41st National Meeting.Currently, Associate Professor in the Psychology Department; was Director of the Reading Clinic at the time of the study.Chairman of the Psychology Department.Currently, Senior Scientist of the Planning Systems Division, Operations Research, Incorporated; was Project Manager for Educational Research and Evaluation, Automation Industries, Incorporated, Vitro Laboratories Division, at the time of the study.  相似文献   

A Task-Centered Approach to Entrepreneurship     

Anne Mendenhall  Caixia Wu Buhanan  Michael Suhaka  Gordon Mills  Gregory V. Gibson  M. David Merrill 《TechTrends》2006,50(4):84-89

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Making a difference: moving beyond the superficial treatment of diversity     

Carmen Mills 《Asia-Pacific Journal of Teacher Education》2008,36(4):261-275

As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006 Allard, A. C. and Santoro, N. 2006. Troubling identities: Teacher education students' constructions of class and ethnicity.. Cambridge Journal of Education, 36(1): 115–129. [Taylor & Francis Online] [Google Scholar]; D'Cruz, 2007 D'Cruz, H. 2007. Working with ‘Diverse Bodies, Diverse Identities’: An approach to professional education about ‘diversity’.. International Journal of Inclusive Education, 11(1): 35–57.  [Google Scholar]). However, the literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add‐on or piecemeal approaches, with little success (McDonald, 2005 McDonald, M. A. 2005. The integration of social justice in teacher education: Dimensions of prospective teachers' opportunities to learn.. Journal of Teacher Education, 56(5): 418–435.  [Google Scholar]). Moreover, some authors (e.g. Lortie, 1975 Lortie, D. 1975. Schoolteacher: A sociological study, Chicago: University of Chicago Press.  [Google Scholar]) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre‐service education or later socialization in the workplace” (Johnson, 2002 Johnson, L. 2002. “My eyes have been opened”: White teachers and racial awareness.. Journal of Teacher Education, 53(2): 153–167. [Crossref], [Web of Science ®] [Google Scholar], p. 154). This article explores research and scholarship in this area and argues that we must move beyond the fragmented and superficial treatment of diversity if we are to encourage dispositions in all pre‐service teachers that are more closely aligned with a recognitive view of social justice.  相似文献   

Artistic and Moral Imagination in The Hundred Dresses by Eleanor Estes     

Claudia Mills 《Children‘s Literature in Education》2002,33(3):167-174

This essay provides a close reading of The Hundred Dresses by Eleanor Estes. It argues that the story's two themes—a celebration of artistic creativity and a ringing denunciation of prejudice—are closely related through their reliance on the importance of imagination, both artistic and moral. The role of moral perception in ethical decision making has recently come under new scrutiny in moral philosophy. This essay employs recent work in moral theory to analyze the way in which the resolution of Estes's story turns on the characters' growth in both moral courage and moral imagination.  相似文献   

‘Oh you must be very clever!’ High‐achieving women,professional power and the ongoing negotiation of workplace identity     

Judith Gill  Julie Mills  Suzanne Franzway  Rhonda Sharp 《Gender and education》2008,20(3):223-236

This paper uses a gender perspective to problematise the connection between high educational achievement and a fulfilling professional career. Drawing data from an Australian study of women working as professional engineers in a range of locations, the paper investigates the ways in which the identities produced in the women’s educational experiences require further negotiation in dealing with the realities of their divergent workplaces. Through a deconstruction of the power relationships that form a key feature of the women’s reported workplace experience, the women are shown to engage in a range of tactics in the effort to achieve a degree of workplace acceptance and some professional recognition. The paper concludes by urging renewed attention to changing engineering education and workplace culture if the profession is to attract and retain able women.  相似文献   

Thinking with Posthuman Perspectives in Self-Study Research     

Katie Strom  Tammy Mills  Linda Abrams  Charity Dacey 《Studying Teacher Education》2018,14(2):141-155

In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our collaboration through online media, a tension arose at the juncture of our fundamentally relational work together, our need for the physical, embodied aspect of learning and self-study and the hybrid, often disembodied, experience provided by substituting online meetings for those conducted in-person. In this article we explore these tensions through pivotal moments and lines of flight in our self-study work over the past year. To frame these moments, we draw on ideas from posthumanism, which offers ways to conceptualize our collective as a multiplicity, account for the relational and material aspects of our work, address the agency of non-human actors (such as technology) in our collaboration, and consider our self-study practice a dynamic, complex, contextualized, situated phenomenon.  相似文献   

Card Sorting in an Online Environment: Key to Involving Online-Only Student Population in Usability Testing of an Academic Library Web Site?     

Emily B. Paladino  Jacqueline C. Klentzin  Chloe P. Mills 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):37-49

ABSTRACT

Based on in-person, task-based usability testing and interviews, the authors' library Web site was recently overhauled in order to improve user experience. This led to the authors' interest in additional usability testing methods and test environments that would most closely fit their library's goals and situation. The appeal of card sorting methods became evident: learning more than users' points of confusion interacting with the site, but learning users' preferences for grouping pages or concepts and naming various library links. The appeal of the online venue for card sorting was first that testing could incorporate input from a larger base of users than in-person testing alone, and, additionally, that testing could include the university's online-only student population.  相似文献   

SOCIAL CAPITAL, SOCIAL INCLUSION AND CHANGING SCHOOL CONTEXTS: A SCOTTISH PERSPECTIVE   总被引：1，自引：0，他引：1  

James  McGonigal  Robert  Doherty  Julie  Allan  Sarah  Mills  Ralph  Catts  Morag  Redford  Andy  McDonald  Jane  Mott  Christine  Buckley 《British Journal of Educational Studies》2007,55(1):77-94

ABSTRACT:  This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.  相似文献   

Effect of preschool integration for children with disabilities.     

K N Cole  P E Mills  P S Dale  J R Jenkins 《Exceptional children》1991,58(1):36-45

This study examined the effects of integration and segregation in a special education preschool program for children with mild to moderate disabilities to determine whether initial level of development differentially influenced gains achieved. No main-effect differences between the two groups appeared on several pretest and posttest measures. Aptitude-by-Treatment analyses revealed than higher performing students gained more from integrated classes, whereas lower performing students gained more from segregated classes. The data suggest careful monitoring of lower functioning students to ensure appropriate academic and social stimulation.  相似文献   

Alternative programmes,alternative schools and social justice     

Jodie Pennacchia  Pat Thomson  Martin Mills  Glenda McGregor 《Critical Studies in Education》2016,57(1):1-5

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