Current Literature     

Debbie Fisher  Bob Gann  Shane Godbolt  John Hewlett  Julian Hodgson  Jane Williamson 《Health information and libraries journal》1986,3(3):189-193

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Economic feasibility of on-the-job training     

David Stern 《Economics of Education Review》1982,2(2):157-173

Investing in on-the-job training (OJT) is risky because the value of specific human capital is lost if a permanent separation occurs between the employer and employee. An efficient contract between the two parties can reduce but not eliminate the risk. In theory, some form of “training insurance” could further reduce the risk or eliminate it entirely by pooling risk among employees or employers. The merits of this idea in practice could be determined by field tests, as could the value of ideas for improving the actual process of OJT.  相似文献   

Academic freedom and academic agitation at Northwestern University     

Joseph Epstein  Professor Carol Simpson Stern  Professor Buckley Christ Jr  Professor Richard Hughes  Professor Ennio Rossi  Professor Addison Stone 《Minerva》1988,26(2):199-272

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Evaluating language curricula for preschool children     

C Stern 《Monographs of the Society for Research in Child Development》1968,33(8):49-61

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Grand Innovation Prizes: A theoretical,normative, and empirical evaluation     

Fiona Murray  Scott Stern  Georgina Campbell  Alan MacCormack 《Research Policy》2012,41(10):1779-1792

This paper provides a systematic examination of the use of a Grand Innovation Prize (GIP) in action – the Progressive Automotive Insurance X PRIZE – a $10 million prize for a highly efficient vehicle. Following a mechanism design approach we define three key dimensions for GIP evaluation: objectives, design, and performance, where prize design includes ex ante specifications, ex ante incentives, qualification rules, and award governance. Within this framework we compare observations of GIPs from three domains – empirical reality, theory, and policy – to better understand their function as an incentive mechanism for encouraging new solutions to large-scale social challenges. Combining data from direct observation, personal interviews, and surveys, together with analysis of extant theory and policy documents on GIPs, our results highlight three points of divergence: first, over the complexity of defining prize specifications; secondly, over the nature and role of incentives, particularly patents; thirdly, the overlooked challenges associated with prize governance. Our approach identifies a clear roadmap for future theory and policy around GIPs.  相似文献   

The Extent of Mismeasurement for Aberrant Examinees     

Alexandra Petridou  Julian Williams 《Educational Assessment》2013,18(1):42-68

The person-fit literature assumes that aberrant response patterns could be a sign of person mismeasurement, but this assumption has rarely, if ever, been empirically investigated before. We explore the validity of test responses and measures of 10-year-old examinees whose response patterns on a commercial standardized paper-and-pencil mathematics test were flagged as aberrant. Validity evidence was collected through postexamination reflective interviews with 31 of the 80 pupils flagged as aberrant and their teachers, and teacher assessment (TA) judgments for the whole examination cohort of 674 examinees. Analysis suggested that interview-adjusted scores were significantly better fitting than expected by chance, but only some adjustments suggest serious mismeasurement. In addition, disagreement between TA and test scores was significantly greater for aberrant examinees, and partially predicted the interview adjustments. We conclude that person misfit statistics when combined with TA might be a useful antidote to mismeasurement, and we discuss the implications for assessment research and practice.  相似文献   

Using Simulations to Teach Leadership Roles     

Julian Sefton-Green 《Teaching Education》2013,24(1):37-51

This paper investigates the nature of informal learning through a study of children's (age 9-13) use of chatrooms and in a computer games class in an out-of-school-centre. The paper discusses contemporary policy interest in the concept but argues that it loses value for educationalists except as "critical lens" to explore formal learning. Key elements of informal learning are dissected and close analysis of children's talk in informal learning situations is analysed in terms of its pedagogic structure.  相似文献   

Virtually the same?: Online higher education in the post Covid-19 era     

Xianghan O’Dea  Julian Stern 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(3):437-442

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技术支持的"非正规学习"研究新进展     

侯小杏  杨玉芹  焦建利 《远程教育杂志》2007,4(6):4-15

对大部分人来说,当我们讨论学习时,我们会不可避免地将其与正规的教育系统联系起来。但任何关于ICTs在儿童学习中角色的研究都使我们认识到,在校外情景中,儿童非常容易沉浸于ICTs相关的活动中,这就迫使我们必须用更广阔的视角来审视包括学校、家庭、休闲、图书馆、博物馆等在内的"教育生态学"。本综述首先对"非正规学习"进行了界定,指发生在学校环境之外,数字技术支持或与数字技术交互的非正规学习;接着讨论了本研究所依据的学习的核心理论以及在ICTs支持的关于学习的研究中不断产生的新的学习理论;勾勒出儿童在校外获取和使用数字技术的情景;然后基于已有的关于技术支持的非正规学习的案例,总结提炼出技术支持的非正规学习的关键特征;最后对这些研究的理论和政策含义进行了深入的研究和剖析。  相似文献   

The Effect of a Computerized Simulation on Middle School Students’ Understanding of the Kinetic Molecular Theory     

Luli Stern  Nitza Barnea  Sofia Shauli 《Journal of Science Education and Technology》2008,17(4):305-315

The objective of this study was to evaluate the effect of a dynamic software simulation on the understanding of the kinetic molecular theory by 7th graders. Students in the control group (n = 62) studied a curricular unit that addressed the differences in arrangement and motion of molecules in the three phases of matter. The experimental group (n = 71) studied the same unit combined with a few computer lessons using a software simulation. The results indicate that the students in the experimental group scored significantly higher than those in the control group. Nonetheless, while both groups of students improved their understanding of the kinetic molecular theory, the overall achievements were very low. These findings suggest that the simulation improved the understanding of the 7th graders; however, it was insufficient in itself to promote meaningful learning. Statistically significant gender differences were not observed. This paper concludes with a discussion of the educational implications of this study.  相似文献