Reviews     

David Pegg  Guy Freeland  Frank Nicolas  Jon Agar  Alan B. H. Taylor  Rhonda Roberts  Marion Ledwig  Niall Shanks  David Oldroyd  Mary Spongberg  Dennis R. Dean 《Metascience》1998,7(3):524-568

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Directions of Change in Texas English     

Guy Bailey 《Journal of American culture (Malden, Mass. : 2003)》1991,14(2):125-134

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Self-Determination and American Indian Education: An Illusion of Control     

Guy Senese 《Educational theory》1986,36(2):153-164

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Community‐Based Care: Deinstitutionalization or Transinstitutionalization?     

Glen Guy 《International Journal of Disability, Development & Education》1985,32(3):137-147

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On Visions of the Market Place   总被引：2，自引：0，他引：2  

Guy Neave 《Higher Education Quarterly》1991,45(1):25-40

Few of today's reforms in higher education are not, in one way or another, justified by invoking the need to be more responsive to 'the market'. But what is understood by this term, as too the policies which result from it, vary widely across countries. This article, which examines current developments in France and in the Federal Republic of Germany, suggests that the concept of the market and of competition is interpreted in very different ways and is perceived by academia with similar variety. It concludes that the policies developed in Britain are far more radical in their undiluted application of ideologically-driven measures than their two major European partners.  相似文献   

Individualized acquisition of knowledge with the computer: Questioning and learning guided by the structure of knowledge     

Isabelle Tapiero  Sébastien Poitrenaud  Guy Denhière 《European Journal of Psychology of Education - EJPE》1988,3(2):235-257

In the first part of this article, we define our view of knowledge acquisition by distinguishing it from text comprehension and memorization, and by presenting the principal characteristics of the concept of knowledge as the formalization used to shape the knowledge domains (Baudet & Denhière, 1988). In the second part, the computerized individual’s knowledge acquisition system we present permits a representation of memory knowledge in accordance with the formalization adopted. This also allows a diagnosis of the learner’s initial knowledge and, according to the diagnosis reached, presents texts and illustrations adapted with the learner’s initial knowledge and with the goal of reaching a particular state of knowledge (Poitrenaud, Denhière & Tapiero, 1987). Finally, in the last part, we relate the first experimental results of learning a particular knowledge domain: sea mammals. This experiment tested the system with children of 7 to 11 years of age (Tapiero, 1987).  相似文献   

Primary schools and network governance: A policy analysis of reception baseline assessment          下载免费PDF全文

Guy Roberts‐Holmes  Alice Bradbury 《British Educational Research Journal》2017,43(4):671-682

Primary school reception baseline assessment was designed to produce a single ‘baseline’ data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered ‘irresponsible’ if not engaging with the new accountability measure in its voluntary year. Using DfE‐accredited baseline assessment providers blurred the distinctions between not‐for‐profit social enterprises, digital policy innovation labs, edu‐business, and the state. It is argued that through a process of networked governance, these cross‐sectoral organisations successfully enticed some primary schools with the ‘moral economy’ of using baseline assessment. It is argued that baseline's simplistic reductionism allowed for the economisation of early years education assessment and for its commercialisation of comparison. This paper reports on a sample of five head teachers, taken from a much larger study that used a mixed‐methods approach involving a nationwide survey (n=1131) and in‐depth interviews with reception staff and head teachers in five geographically disparate primary schools. Baseline assessment was ‘withdrawn’ by the DfE in April 2016, quite possibly because of campaigns by early years organisations, the government's own report showing that the three separate baseline datasets were incompatible, and national research funded by the teachers’ unions, a small part of which is reported upon here.  相似文献   

The interaction between textual structures and prior knowledge: Hypotheses, data and simulations     

Stéphanie Caillies  Guy Denhière 《European Journal of Psychology of Education - EJPE》2001,16(1):17-31

Our purpose was to compare the effect of two types of textual semantic coherence — causal and teleological — on the organization of the mental representation elaborated after reading by learners with different levels of prior knowledge. Beginners, Intermediates and Advanced in computer domain read either the causal or the teleological version of a text describing three functions of a text editor, then performed a cued recall and a recognition task. We assumed that Advanced learners build a mental representation of the domain organized in a hierarchical goal/sub-goals structure, whereas Beginners and Intermediates have a mental representation organized in a causal path. If this is so, the results should indicate a significant interaction between prior knowledge and the semantic coherence of the texts: for the Advanced learners, recall and recognition of the teleological text should be better, whereas for the Beginners and Intermediates, the reverse was expected. As we assumed, results indicated that a teleological organization of textual information facilitated the comprehension of Advanced participants while a temporal-causal organization facilitated the comprehension of Beginner and Intermediate participants. The Construction-Integration model of Kintsch (1988, 1998) was used to, simulate the recall results and to reproduce the effect of prior knowledge on the retrieval of textual information.  相似文献   

Statistical knowledge and the over-interpretation of student evaluations of teaching     

Guy A. Boysen 《Assessment & Evaluation in Higher Education》2017,42(7):1095-1102

Research shows that teachers interpret small differences in student evaluations of teaching as meaningful even when available statistical information indicates that the differences are not reliable. The current research explored the effect of statistical training on college teachers’ tendency to over-interpret student evaluation differences. A sample of 225 English, mathematics and psychology teachers evaluated statistical reports of student evaluation data corresponding to a fictional teacher’s courses. Teachers from the three disciplines varied significantly in their statistics training, but there were no differences in their tendency to rate small, non-significant differences in student evaluations as indicative of the need to make improvements in a course. These results illustrate that statistical knowledge alone does not prevent the over-interpretation of student evaluation means.  相似文献   

Cultivating creative mentalities: A framework for education     

Guy Claxton  Louise Edwards 《Thinking Skills and Creativity》2006,1(1):57-61

In so far as education has acknowledged creativity at all, it has commonly focused on ‘allowing’ rather than ‘developing’ creativity, on arts-based ‘experession’ rather than broader or deeper kinds of creativity; and on the role of techniques rather than dispositions. This paper seeks to redress the balance by arguing for a range of candidate ‘habits of mind’ that are conducive to general-purpose creativity, and focusing on some of the aspects of classroom culture that seem to be conducive to the development of these habits of mind. Two practical examples from action research projects carried out over the last four years in Cardiff are used to illustrate the potential of this approach. It is suggested that this kind of ‘gentle persuasion’ may well have greater long-term value than the kind of bolt-on reative binges that are sometimes found in primary schools.  相似文献