Announcements     

Rossier  Jerome 《International Journal for Educational and Vocational Guidance》2021,21(2):481-487

International Journal for Educational and Vocational Guidance -  相似文献   

The impact of a literature consult service on geriatric clinical care and training in falls prevention     

Molly Cahall  Rebecca N. Jerome  James Powers 《Journal of the Medical Library Association》2008,96(2):88-100

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亚洲校园内的恶霸行径     

汪伦 《英语辅导》2003,(5):10-10

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In Defense of Qualitative Changes in Development     

Jerome Kagan 《Child development》2008,79(6):1606-1624

The balance between the preservation of early cognitive functions and serious transformations on these functions shifts across time. Piaget’s writings, which favored transformations, are being replaced by writings that emphasize continuities between select cognitive functions of infants and older children. The claim that young infants possess elements present in the older child’s concepts of number, physical impossibility, and object permanence is vulnerable to criticism because the inferences are based primarily on the single measure of change in looking time. It is suggested that investigators use unique constructs to describe phenomena observed in young infants that appear, on the surface, to resemble the psychological competences observed during later developmental stages.  相似文献   

Einstein, race, and the myth of the cultural icon     

Jerome F 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(4):627-639

The most remarkable aspect of Einstein's 1946 address at Lincoln University is that it has vanished from Einstein's recorded history. Its disappearance into a historical black hole symbolizes what seems to happen in the creation of a cultural icon. It is but one of many political statements by Einstein to have met such a fate, though his civil rights activism is most glaringly missing. One explanation for this historical amnesia is that those who shape our official memories felt that Einstein's "controversial" friends like Paul Robeson and activities like co-chairing the anti-lynching crusade might tarnish Einstein as an icon. That icon, sanctified by Time magazine when it dubbed Einstein "Person of the Century" at the end of 1999, is a myth, albeit a marvelous one. Yet it is not so much the motive for the omission but the consequence of it that should concern us. Americans and the millions of Einstein fans around the world are left unaware that he was an outspoken, passionate, committed antiracist.  相似文献   

The teaching of inquiry skills using a learning center     

Jerome S. Allender 《Educational technology research and development : ETR & D》1969,17(4):399-409

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Predicting individual success in programing self-instructional materials     

Jerome P. Lysaught  Robert G. Pierleoni 《Educational technology research and development : ETR & D》1970,18(1):5-24

Conclusions In essence, this study has completed a triad of efforts to identify and weigh factors critical to the proper selection of individuals for training as self-instructional programers. It would now appear that we have reliable measures that can be used as guidelines. The most powerful of these selection criteria is the combined Otis IQ and Watson-Glaser Critical Thinking scores. It was found in the 1963 study that these two scores, working in concert, were more powerful and sensitive than either working alone. This result was confirmed in the present study with the finding of significance beyond the 001 level, indicating that the difference could be attributed to chance in only one case out of one thousand. In Figure 1, we find a representation of the utility of this predictor in assessing the success of programers in the upper and lower quartiles. Using figures to be explained below, we sought to determine whether a combined score of 187 or less would indicate failure while a combined score of 207 or more would indicate success. The research reported herein was supported by the Cooperative Research Program of the Office of Education, U. S. Department of Health, Education, and Welfare. Cooperative Research Project No. OEC-1-7-068407-0286.  相似文献   

Identifying Prepared and Competent Teachers with Professional Knowledge Tests     

Jerome V. D’Agostino  Waverely Hester VanWinkle 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):65-84

Paper–pencil teacher tests of professional knowledge typically are organized around the conventional dimensions that define state teaching standards, such as classroom management and assessment. We examined if such tests could be partitioned into three other dimensions (general knowledge, academic or textbook knowledge, and functional teaching knowledge), and if these dimensions (1) identified between those who did and did not receive teacher preparation, and (2) predicted teaching competence. A teacher test was given to advanced and beginning education majors, and non-majors. We found that advanced education majors and non-majors differed mostly on academic knowledge, but that functional knowledge predicted competence to the greatest extent. A variety of useful information can be gleaned from teacher tests if subscores of these dimensions are generated.  相似文献   

Symbols and texts as tools of intellect     

Jerome S. Bruner  David R. Olson 《Interchange》1977,8(4):1-15

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Using multiple methods to investigate eleven-year-olds’ experiences of preparing for a high-stakes public examination in Trinidad and Tobago     

Jerome De Lisle  Sabrina McMillan-Solomon 《Education 3-13》2017,45(4):397-418

This study was designed to uncover and evaluate unintended and indirect consequences of using the Secondary Entrance Assessment (SEA) in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from eleven-year-olds preparing and taking the examination using multiple qualitative methods, which privilege agency and personal and social consciousness. Methods capturing the test-takers’ experience included diaries, focus groups, drawings, photovoice, and photo-elicitation. The findings were summarised by a theory of action and reported in integrated themes. Test preparation was mostly drill and practice. Both test preparation and test-taking were emotion-eliciting events requiring significant investment in positive social relationships to buffer negative impact. The costs and impact of early high-stakes examinations in Trinidad and Tobago might be higher than anticipated.  相似文献