A Study Of Intelligence And Achievement At The Fourth-, Fifth-, And Sixth-Grade Levels     

Harry E. Anderson  JR.  Alec J. Slivinske 《Journal of Experimental Education》2013,81(4):425-432

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The Four Year Reliability of a Test of Learning Problems     

Edward M. Docherty JR.  William C. Culbertson 《Journal of Experimental Education》2013,81(4):185-187

Learning disabled, emotionally disturbed, and unclassified male students (N = 123) originally tested with the Elizur Test of Psycho-Organicity (ETPO) when they were 6 to 11 years of age by Brooks (1) and Jackson (7), were followed-up and reassessed four years later. The test-retest reliability of the total ETPO score was .70, and subtest reliabilities ranged from .47 to .62. The pattern of subtest intercorrelations also remained stable over the four year interval. It was concluded that the ETPO is sufficiently stable for use with school-aged boys, though individual subtest scores should be used with caution.  相似文献   

Causal Modeling and Research on Teacher Education     

Jon J. Denton  M. Patrick Mabry JR. 《Journal of Experimental Education》2013,81(4):207-213

Causal modeling was applied to data collected in a naturalistic setting in an attempt to validate a conceputal model of teaching. These data, collected on 44 student teachers, included supervisory ratings of the variables: specifying performance objectives, diagnosing learners, selecting instructional strategies, and interacting with learners. Additionally, the mean number of objectives achieved by the classes of each of the student teachers was used as a measure of the fifth variable in the model, evaluating the effectiveness of instruction. A recursive causal model which described the relationship of these variables was developed and analyzed, using four linear equations. Examination of the path coefficients from these equations revealed that the variables, specification of performance objectives, and diagnosing learners account for over one-half the variance in selecting instructional strategies. Other results indicated there were low to moderate amounts of variance shared by the variables in the model. This study illustrates the application of causal modeling techniques in testing theoretical models in education using data collected in naturalistic, nonexperimental settings.  相似文献   

Cognitive Scientists Prefer Theories and Testable Principles With Teeth     

ARTHUR C. GRAESSER 《教育心理学家》2013,48(3):193-197

The visions of mathematics classrooms called for by current educational reform efforts pose great challenges for kindergarten through Grade 12 schools and teacher education programs. Although a number of colleges and universities throughout the country are making changes in their teacher education programs to reflect these reform recommendations, we have little systematic information on the nature of these programs or their impact on prospective teachers. These issues are of central concern in the study-Learning to Teach Secondary Mathematics in Two Reform-Based Teacher Education Programs-that we draw on in this article. The article focuses on 1 preservice teacher's (Ms. Savant) knowledge, beliefs, and practices related to proof, tasks, and discourse. A situative perspective on cognition and components of teachers' professional knowledge frame our research. We examined data on Ms. Savant's experiences in her teacher education program to understand the influences of teacher education on her development as a mathematics teacher. This research indicates that Ms. Savant's teacher education experiences did make a difference in her development as a teacher. Her mathematics methods course provided a large collection of tasks, engaged her and her preservice colleagues in discourse, and provided her with both formal and informal experiences with proof-all of these experiences reflecting reform-based visions of mathematics classrooms. The situative perspective on cognition directed our attention to issues of compatibility of goals and visions across the various university and kindergarten through Grade 12 classroom settings, and it helped us to understand why some aspects of reform-based pedagogy are more easily learned than others: Why some ideas and practices learned as a student in the university setting are more easily transported to the novice teacher's kindergarten through Grade 12 field setting. We conclude that compatibility of these settings on several key dimensions is essential for the settings to reinforce each other's messages, and thus work in conjunction, rather than in opposition, to prepare reform-minded teachers.  相似文献   

The 1988 NSEAD Presidential Address: the Charge and Brief for Art Educators     

ARTHUR HUGHES 《The International Journal of Art & Design Education》1989,8(2):123-133

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An Interpretation of the Formalism of Quantum Mechanics in Terms of Epistemological Realism     

JABS  ARTHUR 《The British journal for the philosophy of science》1992,43(3):405-421

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Toward educative communities: teacher education and the quest for the reflective practitioner     

Robert V. Bullough JR.  Andrew D. Gitlin 《International journal of qualitative studies in education》2013,26(4):285-298

The current effort to reform teacher education around the aim of developing reflective teachers is unlikely to make a significant difference unless it is tied to a larger project that challenges the training orientation that dominates our understanding of teaching and schooling. The authors argue that the development of educative communities, based upon an ethic of caring and the establishment of dialogicalrelations, can serve as such an ideal. A discussion of this ideal is followed by two case studies that focus on ways that prcservice programs can link values and meaning to technical concerns, honor and examine what preservice teachers believe and know, and encourage the development of collegial relations.  相似文献   

Librarianship and Information Science in the Maghreb 1966–1999: An Annotated Bibliography     

STERLING COLEMAN  JR 《International Information and Library Review》1999,31(4):157

This work is an annotated bibliography that consists of articles, books, conference papers, dissertations, reports, etc. published in various library and information science forums on the subject of librarianship in the Maghreb. The goal of preparing this work is to provide a list of citations with abstracts that librarians, library students, and library scholars can use to perform research within this subject area and further the body of knowledge. The research methodology that was used to find these citations involved searching the database versions of ERIC, Dissertations Abstracts Online, and Library Literature within the online public access catalog of the Auburn University library system. It also involved searching the online databases of Library and Information Science Abstracts (LISA), British Education Index, andEducation Abstracts within the DIALOG database as well as the respective print versions of these resources. While this work is by no means an exhaustive critique of the entire Maghrebi library and information science literature, it does strive to be comprehensive in terms of its country-by-country analysis of librarianship and information science within the region. In providing a citation for a non-English language work, the English equivalent of the title of that work will be given next to the non-English title.  相似文献   

Science in American Life,National Identity,and the Science Wars: A Curators View     

ARTHUR P. MOLELLA 《Curator: The Museum Journal》1999,42(2):108-116

The simmering controversy over the Smithsonian's Science in American Life exhibition that led to the ensuing visitor study by the Institutional Studies Office is reexamined in terms of issues of American identity. A brief historical overview reveals that, for most of the twentieth century, the American scientific community received enthusiastic public support for its perceived service to national goals and ideals. In the past decade, however, after experiencing unexpected budget cuts to research, scientists have questioned the depth of that public support in what has become known as the Science Wars. Science in American Life was soon engulfed by that broader, often acrimonious debate about science and society which involved notions of pure and applied science. The role of American identity in the dispute over the exhibit is analyzed in terms of scientists' criticisms of three of the exhibition's case studies.  相似文献   

EDUCATIONAL PHILOSOPHY AND THE EDUCATIONAL PHILOSOPHER   总被引：1，自引：0，他引：1  

GEORGE L. NEWSOME  JR. 《Educational theory》1959,9(2):97-104

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