Applying computer graphics technology in media production     

Larry Johnson  Annette Lamb 《TechTrends》1990,35(2):8-12

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Testing and Grading Practices and Opinions of Secondary Teachers of Academic Subjects: Implications for Instruction in Measurement     

Robert B. Frary  Lawrence H. Cross  Larry J. Weber 《Educational Measurement》1993,12(3):23-30

What are secondary school teachers' views on testing and grading practices? What clusters of opinions can be categorized as ‘flexible,”“opposed to difficult testing,” or “hard-nosed?” How should the use of test results for grading be treated in teacher in-service training programs?  相似文献   

Lack of accuracy, feedback, and commitment in teacher evaluation     

Larry E. Frase  William Streshly 《Journal of Personnel Evaluation in Education》1994,8(1):47-57

Summary The contention that evaluation and supervision is the primary process in today's schools by which instructional excellence is achieved and maintained (Pajak's 1990) is wishful thinking. Rather, this characterization is dead wrong. Teacher evaluation has lost or never had a purpose. It has become perfunctory. Little energy is invested, and the teacher receives little if any constructive feedback for improvement. In too many districts, the only reason for complying is to meet state requirements.Teachers in many cases have good reasons for holding evaluation and supervision in contempt. Evaluations have not been helpful, evaluators are not adequately trained in curriculum and instruction, and feedback is either absent or of low quality. Most serious of all, they do not result in instructional improvement. Failure to provide accurate feedback accompanied by substantive and practical suggestions for improvement closes the door to improvement and enhanced internal motivation. This abrogation of duty is malpractice in its worst form. Educators thrive on success in accomplishing their number one goal-helping people learn. Successful supervision and evaluation programs are designed to capitalize on powerful internal motivators, resulting in improved performance and higher personal satisfaction.  相似文献   

What teachers can learn from parents' perceptions of young children's literacy learning     

Stevie Hoffman  Larry Kantner 《Early Childhood Education Journal》1992,20(2):19-24

Research in the last ten to fifteen years has provided a strong knowledge base for understanding how children learn to read and write in naturally developing ways. *These findings and conclusions are drawn from the wealth of early literacy research. The research provides a keener understanding of how the learning environment contributes enabling children to construct their own personally meaningful rule systems for making written language work for them, even at very young ages.Stevie Hoffman is Professor of Early Childhood Education in the Department of Curriculum and Instruction, and Larry Kantner is Professor in the Departments of Curriculum and Instruction and Fine Arts, University of Missouri, Columbia, MO.  相似文献   

On the Need for an Integrated Policy Infrastructure for the Delivery of Technical and Vocational Education in the Arab Gulf Region     

Larry Neal Garrett  Ali Farghaly 《比较教育学》1987,23(3):317-328

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Letter from the Editors     

Berg  Craig  Enochs  Larry 《Journal of Science Teacher Education》2003,14(4):235-235

Journal of Science Teacher Education -  相似文献   

Content,format, gender and grade level differences in elementary students' ability to read science materials as measured by the cloze procedure     

Richard L. Williams  Larry D. Yore 《科学教学研究杂志》1985,22(1):81-88

Present instructional trends in science indicate a need to reexamine a traditional concern in science education: the readability of science textbooks. An area of reading research not well documented is the effect of color, visuals, and page layout on readability of science materials. Using the cloze readability method, the present study explored the relationships between page format, grade level, sex, content, and elementary school students ability to read science material. Significant relationships were found between cloze scores and both grade level and content, and there was a significant interaction effect between grade and sex in favor of older males. No significant relationships could be attributed to page format and sex. In the area of science content, biological materials were most difficult in terms of readability followed by earth science and physical science. Grade level data indicated that grade five materials were more difficult for that level than either grade four or grade six materials were for students at each respective level. In eight of nine cases, the science text materials would be classified at or near the frustration level of readability. The implications for textbook writers and publishers are that science reading materials need to be produced with greater attention to readability and known design principles regarding visual supplements. The implication for teachers is that students need direct instruction in using visual materials to increase their learning from text material. Present visual materials appear to neither help nor hinder the student to gain information from text material.  相似文献   

Social Class Effects on Northeastern Brazilian Children's Conceptions of Areas of Personal Choice and Social Regulation   总被引：6，自引：2，他引：6  

Larry Nucci  Cleanice Camino  Clary Milnitsky Sapiro 《Child development》1996,67(3):1223-1242

2 studies examined middle- and lower-class Brazilian children's concepts of personal choice and social regulation. In Study 1, interviews of 40 middle- and lower-class children (9 and 15 years old) revealed that children across classes distinguished moral from conventional issues on the bases of rule contingency and act generalizability criteria. Lower-class children, however, were less likely to view conventions as rule contingent and more likely to generalize conventional acts. In Study 2, interviews of 240 middle- and lower-class children (ages 8, 12, 16 years) found that across classes, children distinguished prudential issues from matters they treated as personal. Prudential issues were seen as subject to parental authority. Middle-class children were more likely to treat personal issues as matters of choice. With age, lower-class children increasingly tended to treat personal items as matters of choice, and by adolescence there were no class differences. Findings show that Brazilian children maintain a heterogeneous orientation to rules and authority which includes a domain of personal choice. Class differences indicate that hierarchical social structures affect children's sense of autonomy. However, developmental effects indicate that a domain of personal choice emerges among children across social classes.  相似文献   

Understanding Student Evaluations of Teaching Quality: The Contributions of Class Attendance     

Shaun Michael Burns  Larry H. Ludlow 《Journal of Personnel Evaluation in Education》2005,18(2):127-138

Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality. However, numerous empirical investigations demonstrate equivocal and often contradictory findings regarding the relationship between attendance and various markers of student achievement. The present investigation extends this research by exploring the utility of student ratings of the need to attend class in predicting their perceptions of teaching excellence after controlling for class size, instructor availability, and small-group interactions. As hypothesized, ratings of the need to attend predicted excellence while accounting for a significant 5.3% of the variance. Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality.  相似文献   

GENI的设计原则(一)分布式需求定义GENI的重心     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹 《中国教育网络》2006,(10):26-28

2006年8月,GEN(I网络创新的全球化环境)公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。本刊将分两期连载这一报告,从“分布式需求定义GENI的重心”、“解决分布式需求的内在冲突”等两部分,将这一报告与大家共享。  相似文献