Interface project II and Ontario's review of educational policy   总被引：1，自引：0，他引：1  

Ross E. Traub  Carla Wolfe  Richard G. Wolfe  Howard Russell 《Interchange》1976,7(4):24-31

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Sexuality, gender and schooling: shifting agendas in social learning: Mary Jane Kehily: Routledge/Falmer, London and New York, ISBN 0-415-28047-8. pp 214, Cost not given     

Barbara M. Walker 《International Journal of Educational Development》2003,23(6):679-680

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Educational epistemologies and methods in a more-than-human world     

Helena Pedersen  Barbara Pini 《Educational Philosophy and Theory》2017,49(11):1051-1054

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Intentionality as measured in the persistence and elaboration of communication by chimpanzees (Pan troglodytes)     

Leavens DA  Russell JL  Hopkins WD 《Child development》2005,76(1):291-306

In human infancy, 2 criteria for intentional communication are (a) persistence in and (b) elaboration of communication when initial attempts to communicate fail. Twenty-nine chimpanzees (Pan troglodytes) were presented with both desirable (a banana) and undesirable food (commercial primate chow). Three conditions were administered: (a) the banana was delivered (successful communication), (b) half of the banana was delivered (partially successful communication), and (c) the chow was delivered (failed communication). The chimpanzees exhibited persistence in and elaboration of their communication in every condition except when the banana was delivered. Thus, their communication was about a specific item, demonstrating that both intentionality and nonverbal reference are capacities shared by humans with our nearest living relatives, the great apes.  相似文献   

Systems thinking: An experimental course for college freshmen     

Richard M. Felder  Barbara A. Soloman 《Innovative Higher Education》1988,12(2):57-68

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.  相似文献   

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades     

Robert H. Bradley  Barbara Gilkey 《Early education and development》2002,13(3):301-312

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.  相似文献   

Awards program for outstanding achievements in instructional development     

Barbara A. Metelsky 《Educational technology research and development : ETR & D》1988,36(2):92-92

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How New Caledonian crows solve novel foraging problems and what it means for cumulative culture     

Corina J. Logan  Alexis J. Breen  Alex H. Taylor  Russell D. Gray  William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28

New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter.  相似文献   

Book reviews     

Robert Heinich  Frederick G. Knirk  Fred Harcleroad  Greg Trzebiatowski  S. Thiagarajan  Arthur Babick  James Russell  Francis A. Cartier  Clarence O. Bergeson 《Educational technology research and development : ETR & D》1968,16(4):431-443

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A rubric for comparing dissimilar text materials     

Barbara J. Michels 《TechTrends》2004,49(1):69-70

Conclusion As you can see, this is a rather holistic view. These categories may have to be expanded depending on the particular needs of your task. However, it seemed to be efficient. This process may also be applicable to other situations such as student papers. This was my attempt to compare texts with a minimal amount of bias. I welcome input of others in an effort to expand and refine this rubric.  相似文献