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   

The empirical derivation of equations for predicting subjective textual information     

Dan Kauffman  Mike Johnson  Gene Knight 《Instructional Science》1976,5(3):253-276

Parameters pertaining to information processing by human beings have, in the past, been determined by learning and memory experiments with nonsense syllables, number sequences, etc. However, in the real world we are concerned with the processing of meaningful information, not senselles texts. Therefore, the determination of subjective information directly from meaningful material becomes extremely important in the instruction-learning process.This study derives an equation for predicting the subjective textual information contained in a text of material written in the English language. Specifically, this investigation describes, by a mathematical equation, the relationship between the subjective information content of written textual material and the relative number of errors committed by a learner when asked to predict, letter by letter, the content of given textual material. This relationship shows that the subjective information of a given text for a specific learner is directly proportional to the number of wrongly guessed signs made by that learner. This is expressed mathematically by% MathType!MTEF!2!1!+- % feaafeart1ev1aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaGaamysaiabg2 % da9iaaiodacaGGUaGaaGymaiaabccacaWGfbaaaa!3B57! \[ I = 3.1{\rm{ }}E \] 0935 0212 VWhere: I = Information in bits E = Number of wrongly guessed signsThe application of Shannon's guessing procedure (1951) in this study permits the measurement of the subjective information of a given text for a specific learner. Unlike senseless texts, the subjective information of a meaningful text varies from learner to learner. Therefore, the derived equation permits the measurement of information in terms of a value that is dependent not only upon the inherent qualities of the subject matter, but also upon the internal state of the learner.The derived equation for the English language is then compared to an equation derived by Weltner (1967) for the German language and found to be remarkably similar.This work was, in part, supported by United States Air Force Contract F41609-71-C-0027 entitled Flying Training Research on Airborne and Ground Training Systems, and a research grant from Arizona State University.  相似文献   

Curriculum Continuity and Transfer from Primary to Secondary School: the case of history     

Mike Huggins  Peter Knight 《Educational studies》1997,23(3):333-348

The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer.  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   

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   

Schooling Quasi-Markets: Reconciling Economic and Sociological Analyses   总被引：2，自引：0，他引：2  

Nick Adnett  & Peter Davies 《British Journal of Educational Studies》1999,47(3):221-234

We provide an economic assessment of the operation of schooling quasi-markets, re-interpreting the findings of the mainly sociologically-based empirical research. We find that economic analysis is complementary to that of sociology, providing further explanations for the failure of greater competition to increase the diversity of provision and challenge traditional school hierarchies.  相似文献   

Preface     

John Swift  Nick Stanley 《The International Journal of Art & Design Education》1999,18(1):1-6

  相似文献   

What Is Education For?   总被引：2，自引：0，他引：2  

Nick Tate 《English in Education》1999,33(2):5-18

This paper is a speech given at King's College, University of London, where Dr Tate asks us to review current rationales for teaching and learning in schools. He outlines his own view which states that it is a liberal humanist project in the tradition of Arnold through to Gramsci which seeks to bring civilisation and values to the population. His paper surveys how this answer plays out in other countries as well as what this means for educationalists and education policy makers. He ends by asking the government to look at the big picture and the big idea which education is.  相似文献   

#NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis     

Kathleen Knight Abowitz  Dan Mamlok 《Educational theory》2020,70(6):731-748

In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies.  相似文献   

Perceived efficacy and attitudes towards genetic science and science governance     

Knight T  Barnett J 《Public understanding of science (Bristol, England)》2010,19(4):386-402

Arguments for public involvement in science and technology are often based on ideas of developing a more capable public and the assumed effects this may have for science. However, such a relationship is yet to be sufficiently explored and recent work indicates that a more involved public may have counterintuitive effects. Using nationally representative survey data for the U.K. and Northern Ireland, the effects of the public's own beliefs about involvement are explored. Developing the concept of "belief in public efficacy," findings suggest those who believe that the public might be able to affect the course of decision making have less approving attitudes towards future applications of genetic science; however, an individual's political efficacy does not significantly influence these attitudes. Furthermore, political efficacy and belief in public efficacy have some distinct and opposing relationships with the principles of governance people prefer. Overall, findings provide support for suggestions that it is simplistic to consider increasing public involvement as a way of increasing the approval of risky new technologies.  相似文献