Microcomputers: Opportunities and challenges to reshape the content and method of teaching maths and science     

Ed Jacobsen 《Prospects》1987,17(3):407-416

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And the ground gives way: Looking again atStig of the Dump and the National Curriculum in English     

Ed Marum 《Children‘s Literature in Education》1991,22(3):179-187

Ed Marum is a senior lecturer teaching in English and education at Derbyshire College of Higher Education. His previous posts have included those of General Inspector of Education for the London Borough of Merton and English Adviser for Liverpool. He is currently researching provision for and perceptions of narrative in the school curriculum.  相似文献   

Always growing and learning: There is always one more thing     

Nancy Baptiste Ed.D. 《Early Childhood Education Journal》1995,22(3):38-39

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PARRAMATTA TEST OF DEVELOPMENTAL LEVELS FOR INFANT GRADES 1 , 2     

Gwynneth F. Herbert B.A  Dip.Ed. 《International Journal of Disability, Development & Education》1973,20(1):20-38

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A commentary on human performance technology     

Ed Blankenhagen 《Performance Improvement》1999,38(2):5-6

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LCSH,SKOS 和关联数据   总被引：7，自引：0，他引：7  

Ed Summers  Antoine Isaac  Clay Redding  Dan Krech  姚小乐  刘炜  张春景 《现代图书情报技术》2009,3(3):8-14

论述将美国国会图书馆MARCXML格式的主题标目转换为SKOS(RDF编码格式)的技术方法。着重阐述SKOS词表的优势、可能的扩展方向以及与其他语义网词表的整合,如都柏林核心集。还介绍一个利用关联数据（Linked Data）技术在网上发布词表的Web应用。  相似文献   

Specificity of a Maximal Step Exercise Test     

Lynn A. Darby Ph.D.  Jennifer L. Marsh M.Ed.  Patricia A. Shewokis Ph.D.  Roberta L. Pohlman Ph.D. 《Measurement in physical education and exercise science》2013,17(3):131-148

To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO₂) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min^?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO₂) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO₂. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min^?1) as compared to the TMT (193 ± 7.9 beats·min^?1). No significant difference was found for max VO₂ (42.9 ± 8.5, 41.2 ± 5.9 ml·kg^?1·min^?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO₂ from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min^?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min^?1 to obtain an intensity of step exercise comparable to that of running.  相似文献   

A comparison of the spelling errors of older dyslexic and second-grade normal children     

Louisa Cook Moats Ed.D. 《Annals of dyslexia》1983,33(1):121-140

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Getting assessment right at the classroom level: using formative assessment for decision making     

Katherine A. Curry  Mwarumba Mwavita  Alexandra Holter  Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104

Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness.  相似文献   

Interaction and instruction in the conservation experiment     

Ed Elbers 《European Journal of Psychology of Education - EJPE》1986,1(1):77-89

Though there has been considerable research in recent years into the ways in which children’s performance in conservation experiments is affected by the context of interaction, this has so far lacked a coherent theoretical basis. In this article, concepts from communication theory are applied to the behaviour of experimenter and subject in the experimental situation. It is argued that the child behaves according to the «metacontract» of a teacher-pupil interaction, i.e. he or she expects to receive instruction. In the classical conservation experiment of Piaget, these expectations are thwarted, because the experimenter does not conform to the rules of a teacher-pupil relationship. Instead, the experimenter follows the rules of a different metacontract—that of examination. In experiments where conservation abilities are taught, and in group interactions where conserving children cooperate with non-conserving children, the participants do behave according to the same metacontract. But the value of these studies is reduced by the exclusive attention paid to the eventual achievements of the child, instead of the cognitive processes during the learning phase.  相似文献