Report on the International Conference on Education and Research in Educational Television and Radio, held at the Open University, 9-13 April 1974     

Neil Barnes  Richard Hooper 《British journal of educational technology : journal of the Council for Educational Technology》1976,7(3):47-50

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Reviews: 4     

Nick  Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(3):376-377

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International Review     

Nick Eastmond 《Educational technology research and development : ETR & D》1988,36(3):182-185

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Writing effective evaluation reports     

Denise M. Smith  Nick L. Smith 《Studies in Educational Evaluation》1981,7(1):33-41

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Are There Economic Incentives for Non‐Traditional Students to Enter HE? The Labour Market as a Barrier to Widening Participation   总被引：1，自引：0，他引：1  

Nick Adnett  Kim Slack 《Higher Education Quarterly》2007,61(1):23-36

The expansion of higher education (HE) in the UK has disproportionately benefited young people from relatively rich families: the gap between rich and poor in terms of participation in HE having widened since the 1970s. We explore a neglected possible cause of this class difference: that the labour market fails to provide sufficient incentives for potential entrants from less advantaged backgrounds to enter HE. Most studies of the rewards from participating in HE in the UK suggest that the rates of returns are sufficiently high to provide clear economic incentives to participate. However, until recently, most studies generated estimates of the average rate of return to graduation, which could overestimate returns to marginal entrants, particularly those from disadvantaged backgrounds. In this review we examine the methodological problems faced by more targeted studies of the rates of return to graduation and review their key findings concerning the economic returns to non‐traditional entrants.  相似文献   

Computer-managed instruction in Naval technical training     

Nick Van Matre  John Ellis  William Montague  Wallace Wulfeck 《Instructional Science》1992,21(4):295-311

Based on the success reported by the behaviorally oriented programmed instruction movement in the 1960s, the Navy in the late 1960s and early 1970s began to individualize and self-pace a number of their high student throughput apprentice training courses. To facilitate self-pacing the Navy set up a centralized computer-managed instruction (CMI) system to manage self-paced courses. This paper describes the evolution of that CMI system, reviews a number of studies done on the system over 10 years (many of which were published as internal technical reports with restricted distribution), describes the demise of the system, and discusses future directions of self-paced and individualized instruction.  相似文献   

Where have they gone? Issues in transition and progression for special school leavers     

Alan Dyson  Nick Meagher  Elaine Robson 《Journal of Research in Special Educational Needs》2002,2(2)

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.  相似文献   

The relationship of teacher ratings of executive functions to emergent literacy in Head Start     

Hooper  Stephen R.  Costa  Lara-Jeane C.  Green  Melissa B.  Catlett  Stephanie R.  Barker  Alexandra  Fernandez  Edmund  Faldowski  Richard A. 《Reading and writing》2020,33(4):963-989

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...  相似文献   

A diagnosis of failure     

Richard Hooper 《Educational technology research and development : ETR & D》1969,17(3):245-264

Conclusion Educational technology will remain on the periphery without resources unless educational administrators—and the civilian administrators above them, for example, school boards— give it top-level commitment. Without top-level commitment there will be no favorable climate in which change can happen and no favorable organization of time, space, and money inside which the teacher may be able to make the change. Educational technology will begin to have a significant, and hopefully beneficial, impact on education only when all the many interlocking problems of change have been squarely faced. Much more is needed than odd bursts of enthusiasm for a piece of technology here or an innovative idea there. The piecemeal approach must be discarded. As Julius Stratton (1964) has said, “We indulge excessively in uncoordinated conferences, surveys, and studies that on the whole are highly unproductive. Our ailments are vast and complex, and they will yield only to planned, collaborative attacks focussed on clear objectives and leading to concerted action [pp. 20–21].”  相似文献   

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training     

Salden  Ron J.C.M.  Paas  Fred  Broers  Nick J.  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):153-172

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.  相似文献