Editorial Note     

Karen S. Fischer 《资料收集管理》2014,39(2-3):51-52

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TYPES OF ACADEMIC EXCHANGES AND TARGET GROUPS: BALANCES AND IMBALANCES     

Peter Fischer‐Appelt 《Higher Education in Europe》1990,15(1):46-51

The article considers, on one hand, the need to increase East‐West and West‐East academic exchanges in Europe, and on the other, to reduce or to rationalize imbalances. The three major segments of university populations, students, faculty members, and administrators, are each examined with regard to participation in exchanges, and pertinent suggestions are made. The author particularly insists on the importance of involving university administrators in exchange programmes even to the extent of moving them physically to other universities for stays of varying length. In closing, he evokes the setting up of the European Association of International Exchange Administrators.  相似文献   

Redefining Successful Interpretation in Art Museums     

Daryl Fischer  Lisa Levinson 《Curator: The Museum Journal》2010,53(3):299-323

Abstract This article aims to capture the spirit and content of a lively exchange among museum staff members at the Denver Art Museum. It began as a conference call and continued as an online dialogue about how definitions of success have evolved with advances in technology and changing expectations of visitors. Together we explored how DAM staff encourage more active participation in the museum and the creative tension that ensues between visitor co‐creation and institutional control. Woven throughout this conversation are examples that demonstrate the need to move fluidly between high tech and low tech interpretives, onsite and online experiences, and the impact of environments that break down museum stereotypes. It is our hope that this discussion will spark similar dialogues among colleagues in individual institutions and in the profession at large. Readers are encouraged to respond through the blog at Curator’s new website: http://www.curatorjournal.org .  相似文献   

Where is the Learning in Smaller Learning Communities? Academic Press,Social Support for Learning,and Academic Engagement in Smaller Learning Community Classrooms     

Christopher Fischer  Shana Pribesh  John Nunnery 《Journal of Education for Students Placed at Risk》2013,18(3-4):177-192

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Evaluating the Influence of an Urban High School Reform Effort on College Readiness and Access Outcomes: A Quasiexperimental Cohort Study     

Toni A. Sondergeld  John M. Fischer  Arthur N. Samel  Christine M. Knaggs 《Journal of Education for Students Placed at Risk》2013,18(3-4):212-232

It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of economically disadvantaged students with access to college. This quasiexperimental case study compared academic and nonacademic college-readiness indicators between cohorts of GEAR UP students and nonparticipants in 1 urban high school. Overall, cohorts of GEAR UP students outperformed their non-GEAR UP peers on all measures (grade-point average, attendance rate, behavior, graduation rate, and college enrollment) despite a dramatic demographic shift that led to greater proportions of educationally disadvantaged students in the GEAR UP cohorts.  相似文献   

在工作过程中学习工作过程知识   总被引：13，自引：0，他引：13  

费舍尔  杨琳  赵志群 《职教通讯(江苏技术师范学院学报)》2008,23(4):25-29

通过讨论在工作过程中学习的直接原因和个人动机,说明了工作中学习的主要内容是工作过程知识,指出工作过程中学习的方式是隐性的。从不同角度对焦点意识和背景意识进行了区分,帮助正确理解职业教育的学习内容有着重要的意义。  相似文献   

Visual Learning and the Brain: Implications for Dyslexia     

Matthew H. Schneps  L. Todd Rose  Kurt W. Fischer 《Mind, Brain, and Education》2007,1(3):128-139

ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics.  相似文献   

Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy     

Mihye Won  Heiko Krabbe  Siv Ling Ley  David F. Treagust  Hans E. Fischer 《Educational Assessment》2017,22(2):95-110

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.  相似文献   

Investing in high quality preschool: lessons from an urban setting     

Rebekah L. Dorman  Elizabeth Anthony  Billie Osborne-Fears  Robert L. Fischer 《Early Years: An International Journal of Research and Development》2017,37(1):91-107

Abstract

Large numbers of children of low income families in the United States arrive at kindergarten already far behind their more affluent peers on measures of school readiness. In the absence of any federal preschool policy and amidst alarm about this growing divide, universal prekindergarten (UPK) programs have been launched around the United States, at both the state and local levels, to address the school readiness gap. Invest in Children, a public/private partnership in Cuyahoga County (Cleveland, OH) launched a UPK program of high quality, affordable preschool nine years ago. The program’s creation, implementation and challenges are discussed along with evaluation findings that document its positive impact on school readiness. Lessons learned are discussed in terms of the impact of political and economic shifts, as well as state policy changes, on this local program. The program’s planned expansion and enhancements to program design and evaluation are also described.  相似文献   

Nonlongitudinal Estimation of Growth Curve Parameters: The Cohort Growth Model     

Kevin A. Fischer  Andreas G. Klein  Jost Reinecke 《Structural equation modeling》2019,26(3):402-417

The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research.  相似文献