The committee on youth,culture, education,information and sport of the European parliament     

Derek M. Robbins 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):338-342

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Measuring the accuracy of softball impact simulations     

Lloyd Smith  Derek Nevins  Ngo Tien Dat  Pascal Fua 《Sports Engineering》2016,19(4):265-272

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Toward an educational sphereology: Air,wind, and materialist pedagogy     

Derek R. Ford  Weili Zhao 《Educational Philosophy and Theory》2018,50(5):528-537

Abstract

It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as a style of reasoning which structures ancient Chinese cosmology, tempo-spatiality, teaching, and governing into a grid of intelligibility. Third, we argue for a bracketing of a trap of philology and a signifier-signified representational logic through reconceptualizing the atmosphere as a thing that blurs the material-figural boundary and that pushes into a new genre of educational life.  相似文献   

Editorial     

Derek C. Briggs 《Educational Measurement》2013,32(2):1-1

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Less administration: Better Science     

Derek M. Jamieson  Larry P. Milligan 《Tertiary Education and Management》2013,19(1):102-106

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Mini‐Special Issue: Taking practical work beyond the laboratory     

Derek Hodson 《International Journal of Science Education》2013,35(6):629-632

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Response to Logie and Della Sala: Brain training in schools,where is the evidence?     

David J. Miller  Derek P. Robertson 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):E101-E102

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Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment     

Derek C. Briggs  Maria Araceli Ruiz‐Primo  Erin Furtak  Lorrie Shepard  Yue Yin 《Educational Measurement》2012,31(4):13-17

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.  相似文献   

Forty Years of Struggle and Still no Right to Inuit Education in Nunavut     

Derek Rasmussen 《Interchange》2011,42(2):137-155

In this article issues related to policy and education in the Canadian Arctic are critically put to question. The focus is on the struggle for Inuit education, language issues, and supporting minority rights, with pragmatic solutions proposed to the problems confronting Nunavut.  相似文献   

The Relationship between Traditional Mass Media and “Social Media”: Reality Television as a Model for Social Network Site Behavior     

Michael A. Stefanone Ph.D.  Derek Lackaff Ph.D.  Devan Rosen Ph.D. 《广播与电子媒介杂志》2013,57(3):508-525

Social cognitive theory suggests a likely relationship between behavior modeled on increasingly popular reality television (RTV) and user behavior modeled on social networking sites (SNSs). This study surveyed young adults (N = 456) to determine the extent to which RTV consumption explained a range of user behavior in the context of social network sites. Results show a consistent relationship between RTV consumption and the length of time spent on these sites, the size of users' networks, the proportion of friends not actually met face to face, and photo sharing frequency while controlling for age and gender.  相似文献