Book Review     

Jerry P. Becker 《Educational Studies in Mathematics》1986,17(1):89-96

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Training Judges to Generate Standard-Setting Data     

Jerry B. Reid 《Educational Measurement》1991,10(2):11-14

Is training judges beyond initial orientation required? How can we help judges apply their conceptualization of minimal competence to individual items?  相似文献   

The order of attainment of eight projective groupings: An analysis of Piaget's spatial model     

Jerry J. Doyle 《科学教学研究杂志》1980,17(1):55-58

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The three “Ds“ of successful performance measurement: Design,data, and display     

Jerry L. Harbour 《Performance Improvement》2011,50(2):5-12

Performance measurement is a critical enabler for better understanding, managing, and improving performance. The ultimate success of any performance measurement development effort is primarily a function of mastering the three “Ds“ of design, data, and display. It should always be remembered, however, that the real goal of any performance measurement system is to provide performance‐based data that can be easily converted into actionable performance‐based knowledge, thus enabling users to understand, manage, and improve what they measure.  相似文献   

Information Technology and Teacher Education Dissertations, 1989-91     

Jerry Willis 《Technology, Pedagogy and Education》2013,22(1):139-145

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A JEWISH SCHOOL MODEL FOR MORAL EDUCATION     

Dr. Jerry Friedman 《Journal of Jewish Education》2013,79(2):37-39

Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute.

We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues.  相似文献   

Conceptualizing Justice: Revising the Introductory Criminal Justice Course*     

Stephen S. Owen  Henry F. Fradella  Tod W. Burke  Jerry Joplin 《Journal of Criminal Justice Education》2013,24(1):3-22

Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described.  相似文献   

Professor as Embodied Racial Signifier: A Case Study of the Significance of Race in a University Classroom     

Roland Mitchell  Jerry Rosiek 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):395-409

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感召力膜拜和世界一流大学     

Jerry Murphy 《中国大学教学》2005,(8):56-57

让我们从目前全世界所关注的话题,也就是所谓的世界一流大学谈起。它被人们如此频繁的提及,已成了陈词滥调。我要谈的是人们究竟期望这些学校取得什么样的成绩,但在此之前,我们需要先搞清楚为什么当今人们的期望会如此高。高度期望答案非常简单:在人类有历史以来,没有什么比教育更重要的了。每一个人都认同这一点,即良好的教育对学生个人的成功是非常重要的。同时良好的教育对一个国家的富强也是非常重要的。虽然这个观点存在很大的争议,但它仍被人们广泛接受。对于个人来说,学校教育是非常重要的。因为生活中机会的多少直接取决于个人的知…  相似文献   

The effects of contingency avoidance on programmed student achievement     

John M. Knight  Jerry D. Williams  Maria L. Jardon 《Research in higher education》1975,3(1):11-17

If it is assumed that student failure in the classroom situation is the result of inadequate performance skills rather than a lack of ability, then the attention of the educator should more properly be directed at teaching the student to develop effective methods of studying. The present experiment employed a Programmed Student Achievement (PA) procedure which required that the student evidence 100% mastery of discrete units of material. Two PA contingencies which differed in the intensity of the consequence of failing to evidence mastery were used, testing the hypothesis that the PA effect is analogous to avoidance conditioning. In addition, generalization of the effect of PA on performance in courses taken concurrently was evaluated. The performance of PA students was found to be significantly superior to that of control students on both weekly quizzes and major exams; however, performance under the two experimental contingencies did not differ. Additionally, the PA effect did not generalize to performance in other courses. The implication of these data for an avoidance hypothesis account of the PA effect is discussed.  相似文献