Sequences of reward magnitude and runway performance     

Edward L. Wike  Dennis D. King 《Learning & behavior》1973,1(3):175-178

Three groups of rats underwent 24 days of training and 12 days of extinction (three trials per day) in a runway under conditions of increasing (I), decreasing (D), and random (R) sequences of reward magnitudes (0, 45, and 500 mg). The I Ss ran faster over the daily trials, the D Ss slowed down, and the R Ss ran at approximately equal speeds on each trial. The patterned running observed in training persisted in extinction, with the R Ss running fastest and the I Ss next. The results were discussed in terms of Capaldi’s sequential theory and Amsel’s frustration theory.  相似文献   

Making Connections: Learning and Teaching Chemistry in Context     

Donna King  Alberto Bellocchi  Stephen M. Ritchie 《Research in Science Education》2008,38(3):365-384

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this narrative inquiry we are able to address the question: how do the recalled experiences of a student and her teacher in context-based and concept-based chemistry programs compare? From the student’s unique perspective of experiencing both programs with the same teacher, we have constructed our collective account around four themes; namely, the extent to which the student makes connections between chemistry concepts and real-world contexts, developing research independence through engaging in extended experimental investigations related to contexts, learning chemistry concepts through contexts, and conceptual sequencing in a context-based program. The student reported real-world connections between chemistry concepts and contexts, found her engagement in the context-driven tasks interesting and productive, and identified connected sequences of concepts across the contexts studied. Despite difficulties for teachers who are required to shift pedagogies, the student’s lived experiences and outcomes from a context-based program provide some encouragement in working through these issues.  相似文献   

Building a model to define the concept of teacher success in Hong Kong     

Cheung Lai-man Elizabeth  Cheng May-hung MayPang King Chee 《Teaching and Teacher Education》2008

The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention of teacher educators/trainers and school administrators to the necessity of viewing the concept of teacher success from a broader perspective, instead of focusing narrowly on the professional qualities of a teacher. It also provides insights for school administrators in selecting teachers or supporting their work.  相似文献   

A woman down to her bones     

Cadden J  Flemming R  Green MH  King H 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):97-8; author reply 98

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The Impact of Coordination Methods on the Enhancement of Business Writing     

Edmund Prater  Hyeun-Suk Rhee 《Decision Sciences Journal of Innovative Education》2003,1(1):57-71

Universities with limited resources are being pressured to cover more material within their degree programs. Because of this, schools are looking to integrate material from different classes. This paper sets out to determine if students can learn business writing within the context of another class, specifically, an information systems class. The goal is to eliminate the need for a separate business‐writing course. However, the students will have to learn the material with limited support in order not to place an additional load on the instructor. This study investigates whether individuals can develop their business‐writing skills during the course of repeated group work and whether there are differences in the level of their learning, based on collaborative media. The results show that individuals can learn business‐writing skills with a minimum of support through direct instruction. In addition, there is no difference between individuals working in face‐to‐face (F2F) groups and those working in groups using electronic collaborative work (ECW) systems.  相似文献   

Chinese Educational Development in Comparative Perspective     

Edmund King 《比较教育学》1984,20(1):165-181

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New Horizons in Teacher Education     

Edmund King 《Compare》1975,5(1):17-23

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Comparative investigation of education: An evolutionary process     

Edmund King 《Prospects》1989,19(3):369-379

co-founder of the journal Comparative Educationand editor and chairman of its Board since 1978. Chairman (until 1989) of the Research Committee of the World Council of Comparative Education Societies. His numerous publications include: Other Schools and Ours, Comparative Studies and Educational Decision, Education and Development in Western Europeand Technological/Occupational Challenge, Social Transformation and Educational Response.  相似文献   

Understandings and misunderstandings of eighth graders of four physics concepts found in textbooks     

John W. Renner  Michael R. Abraham  Eileen Bross Grzybowski  Edmund A. Marek 《科学教学研究杂志》1990,27(1):35-54

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Minimum learning needs for the Third World: New panacea or new problems?     

Kenneth King 《Prospects》1976,6(1):39-56

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