Current Developments in Patterns of Graduate Study     

Hall  Newman A. 《Education, IRE Transactions on》1959,2(2):43-49

During recent years considerable attention has been given to an analysis of the changing patterns of graduate study in engineering. Reviews by the American Society for Engineering Education, the University of Chicago under a Carnegie Grant, and the Ford Foundation have been directed to the problem. A primary observation has indicated a trend towards greater diversity in patterns and a closer correlation with current requirements of research and development in industry and government. These patterns, including evening and various forms of off-campus training, are described and their effect on the nature of the graduate program is examined. The effect of direct and indirect industry support is analyzed, and the changing role of the faculty in cases where close coordination with industry exists is examined. Current trends are evidently enriching and strengthening the value of the graduate program, particularly through immediate contact by both student and faculty with research and development applications. There exist, however, a consequent overemphasis on immediate needs, and an ambiguity of long-range academic objectives. The critical financial needs of students, faculty, and engineering educational institutions are emphasized by the demands of new patterns and current high standards of academic endeavor.  相似文献   

‘All in Favour,Say Aye!’ Voting in Pupils’ Collaborative Talk     

Ruth Newman 《Changing English: An International Journal of English Teaching》2015,22(1):87-98

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Using a computer-aided personalized system of instruction to enhance the mastery of statistics in online learning     

Robert C. Butler  Christopher D. Blair  Rae Ette Newman  Leah L Batchelor 《Teaching Statistics》2023,45(3):148-157

This study compared the effectiveness of teaching a distance education statistics course using a computer-aided personalized system of instruction (CAPSI) in comparison to a distance education course that used video lectures. Data were collected between 2017 and 2022. Two-hundred and sixty-eight students were included in the sample. Results supported that students enrolled in the CAPSI statistics course were less likely to drop out of the course and mastered significantly more material than students enrolled in the lecture-based distance education course. It is recommended that instructors teaching statistics in distance education settings consider using CAPSI to improve student outcomes.  相似文献   

Framework for appropriate programs for deaf children. Conference of educational administrators serving the deaf     

R G Brill  B MacNeil  L R Newman 《American annals of the deaf》1986,131(2):65-77

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Teacher Education and the Schools: A Case Study of Cooperation in North Western New South Wales     

Warren Newman 《Asia-Pacific Journal of Teacher Education》1985,13(2):71-77

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Knowledge viewed in relation to learning     

John Henry Newman 《Academic Questions》2004,17(1):7-22

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Does secondary school size make a difference?: A systematic review     

M. Newman  Z. Garrett  D. Elbourne  S. Bradley  P. Noden  J. Taylor  A. West 《Educational Research Review》2006,1(1):41-60

There is a vast body of literature on school size but comparatively few high quality empirical studies comparing outcomes in schools of different sizes. This systematic review synthesizes the results of the published research from 31 studies on the effects of secondary school size from OECD countries since 1990. Overall the directions and patterns of effect vary for different outcomes. For pupil attainment measured by exam results, and for attendance, larger schools appear to do better up to some optimal school size but estimates of this point or range are insufficiently precise to be useful. The implications of different school sizes on student behaviours are equivocal, but teachers and pupils at smaller schools are more likely to have a positive perception of their ‘school environment’. Costs per pupil appear to decrease as school size increases. The results of the review suggest that there is little empirical evidence to justify policies that aim to ‘change’ or mandate particular school sizes. However, given the evidence that there do appear to be optimal sizes for some outcomes, stakeholders should be made aware that dramatic changes in a school's size may change the characteristics of a school's learning environment.  相似文献   

BOOK REVIEWS     

F. L. Shoemaker  Floyd W. Newman  Jr.  Edna Lue Furness  Martin Levit  Alexander P. Cappon  Otto Krash  F. L. Shoemaker 《Educational theory》1955,5(1):56-63

COMMUNITY IN CRISIS: THE ELIMINATION OF SEGREGATION FROM A PUBLIC SCHOOL SYSTEM. By James H. Tipton.
THE MEANING OF THE GLORIOUS KORAN. Translated by Mohammed Marmaduke Pickthall.
PUBLIC EDUCATION UNDER CRITICISM.M. Hill. New York: Prentice-Hall, 1954. 414 pages. $6.35. Edited by W. Winfield Scott and Clyde
INQUIRY INTO INQUIRIES: ESSAYS IN SOCIAL THEORY. By Arthur F. Bentley.
POWER OF WORDS. By Stuart Chase in collaboration with Marian T. Chase.
GREAT HUMAN ISSUES OF OUR TJMES. By Harold Benjamin, Kenneth Cooper, Willard Gosh, Clifton L. Hall, Claude Chadwick, James L. Hymes, Jr., Henry H.Hill and William Van Til.
PUBLIC EDUCATION AND ITS CRITICS. New York: The Mac-millan Company, 1954. 170 pp. $2.50. (Kappa Delta Phi Lecture.) By V. T. Thayer.  相似文献   

Dilemmas of Teaching Inquiry in Elementary Science Methods   总被引：2，自引：0，他引：2  

Newman  William J.  Abell  Sandra K.  Hubbard  Paula D.  McDonald  James  Otaala  Justine  Martini  Mariana 《Journal of Science Teacher Education》2004,15(4):257-279

Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics.  相似文献   

What we know and do not know about supervision in school psychology: A systematic mapping and review of the literature between 2000 and 2017     

Daniel S. Newman  Dennis J. Simon  Mark E. Swerdlik 《Psychology in the schools》2019,56(3):306-334

Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study were to map and review current evidence regarding supervision in school psychology; consider the evidence in the context of the broader psychology supervision literature; and reflect on next steps for training, practice, and research of supervision in school psychology. A systematic review across school psychology journals and psychological supervision journals found only 37 peer refereed articles (21 empirical and 16 conceptual) published on the topic of supervision in school psychology since the year 2000. The topical coverage of these articles is summarized, including its contributions and limitations. Implications are drawn for future research of supervision in school psychology.  相似文献