Key factors that influence students' success in postsecondary vocational education programs     

James M. Brown 《Journal of Career Development》1987,13(4):38-46

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Teaching Spelling: microcomputers or small group tuition     

Margaret E. Brown  Christopher E. Sawyer  Michele Hitchcock 《教育心理学》1984,4(4):269-273

Two groups of eight and nine year old children were given spelling practice using 25 words. One group used computer assisted learning whilst the other was given small group tuition by a teacher. Both groups achieved signficantly better results than a third (control group). There was, however, no significant difference between the gains made by the two experimental groups.  相似文献   

A strategy for lifelong education     

Godfrey N. Brown 《Prospects》1976,6(2):283-286

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Can explaining be learnt? Some lecturers' views     

G. A. Brown  J. M. Daines 《Higher Education》1981,10(5):573-580

A random sample of 93 lecturers responded to a 40-item questionnaire based on researches into explaining. The lecturers' views on the learnability of various features of explaining were not related to their years of experience of lecturing. But there were significant differences between arts-based and science lecturers on seventeen of the variables and between least and most experienced lecturers on ten of the variables concerned with assigned values. It is suggested that a lecturer's views on explaining may arise from the experience of studying a subject as an undergraduate.  相似文献   

Citizens' educational values and their satisfaction with a state university     

Donald A. Biggs  Joel Brown  Gordon Kingston 《Research in higher education》1977,6(2):157-167

This study describes citizens' values regarding (1) the importance of various university goals and activities, (2) the importance of various academic fields or disciplines, and (3) the importance of various reasons for attending the University of Minnesota. The study examines the relationships between these categories of educational values and citizen satisfaction with the University of Minnesota. A stratified random sample of 722 Minnesota citizens received a questionnaire which had a series of items related to the purposes of the study; 56% returned completed questionnaires. Common factor analyses were used to identify categories of educational values. Citizens' values regarding important goals and activities of the university and their values regarding important reasons for attending the university were somewhat useful in explaining their satisfaction.  相似文献   

Effects of perceptual type and presentation mode in a visual location task     

Joanne Brown Whitley  David M. Moore 《Educational technology research and development : ETR & D》1979,27(4):281-290

Research has shown that people differ in their psychological orientations toward sensory perception. Opposite perceptual types are extreme Haptics-normal-sighted individuals who use their eyes only when compelled to do so and otherwise depend on touch and kinesthesis — and extreme Visuals — those who depend entirely on visual experiences and would be completely lost in the dark. Since Haptics have been shown to have particular difficulty retaining visual images mentally, materials presented in a linear format may be ineffective for them. This study explored the possibility that Haptics would perform better on a visual location task when the materials were presented in a multiple image format.  相似文献   

Analyzing Mathematical Tasks: A Catalyst for Change?     

Fran?ArbaughEmail author  Catherine?A.?Brown 《Journal of Mathematics Teacher Education》2005,8(6):499-536

In this study we investigate a strategy for engaging high school mathematics teachers in an initial examination of their teaching in a way that is non-threatening and at the same time effectively supports the development of teachers’ pedagogical content knowledge [Shulman (1986). Educational Researcher, 15(2), 4–14]. Based on the work undertaken by the QUASAR project with middle school mathematics teachers, we engaged a group of seven high school mathematics teachers in learning about the Levels of Cognitive Demand, a set of criteria that can be used to examine mathematical tasks critically. Using qualitative methods of data collection and analysis, we sought to understand how focusing the teachers on critically examining mathematical tasks influenced their thinking about the nature of mathematical tasks as well as their choice of tasks to use in their classrooms. Our research indicates that the teachers showed growth in the ways that they consider tasks, and that some of the teachers changed their patterns of task choice. Further, this study provides a new research instrument for measuring teachers’ growth in pedagogical content knowledge. An earlier version of this paper was presented at the American Educational Research Association Annual Meeting, New Orleans, LA, April 2002.  相似文献   

Multiple Representations in Computational Thinking Tasks: A Clinical Study of Second-Grade Students     

Moore  Tamara J.  Brophy  Sean P.  Tank  Kristina M.  Lopez  Ruben D.  Johnston  Amanda C.  Hynes  Morgan M.  Gajdzik  Elizabeth 《Journal of Science Education and Technology》2020,29(1):19-34

Journal of Science Education and Technology - Computational thinking requires high cognitive load as students work to manage multiple tasks in their problem-solving environment. Through research in...  相似文献   

Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English     

Remine MD  Care E  Brown PM 《Journal of deaf studies and deaf education》2008,13(4):531-545

The internal use of language during problem solving is considered to play a key role in executive functioning. This role provides a means for self-reflection and self-questioning during the formation of rules and plans and a capacity to control and monitor behavior during problem-solving activity. Given that increasingly sophisticated language is required for effective executive functioning as an individual matures, it is likely that students with poor language abilities will have difficulties performing complex problem-solving tasks. The aim of this study was to investigate the relationship between language ability and verbal and nonverbal executive functioning in a group of deaf students who communicate using spoken English, as measured by their performance on two standardized tests of executive function: the Delis-Kaplan Executive Function System (D-KEFS) 20 Questions Test and the D-KEFS Tower Test. Expressive language ability accounted for more than 40% of variability in performance on the D-KEFS 20 Questions Test. There was no significant relationship between language ability and performance on the D-KEFS Tower Test. There was no relationship between language ability and familiarity with the specific problem-solving strategies of both D-KEFS Tests. Implications of the findings are discussed.  相似文献   

Elicitation of personal probabilities and their assessment     

Emir Shuford  Thomas A. Brown 《Instructional Science》1975,4(2):137-188

A student's choice of an answer to a test question is a coarse measure of his knowledge about the subject matter of the question. Much finer measurement might be achieved if the student were asked to estimate, for each possible answer, the probability that it is the correct one. Such a procedure could yield two classes of benefits: (a) students could learn the language of numerical probability and use it to communicate uncertainty, and (b) the learning of other subjects could be facilitated. This report describes the rationale underlying a procedure for eliciting personal estimates of probabilities utilizing a proper scoring rule, and illustrates some new techniques for calibrating those probabilities and providing better feedback to students learning to assess uncertainty. In addition, new results are presented compring the incentive for study, rehearsal, and practice provided by the proper scoring rule with that provided by the simple choice procedure, and concerning the potential effect of cutoff scores and prizes upon student behavior.  相似文献