Instruction in basic concepts and first-grade achievement     

Fran Moers  Jerry Harris 《Psychology in the schools》1978,15(1):84-86

First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to the concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur as a function of instruction, but a significant treatment effect did occur on a transfer measure, the Stanford Achievement Test. Results are discussed in terms of the sensitivity of the BTBC, possible nonlinguistic effects of the instructional program, and the practical significance of the treatment effect.  相似文献   

The many vices of self-assessment     

Harris  Keith 《Metascience》2022,31(1):113-116

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Analyzing and Selecting Instructional Strategies and Tactics     

David H. Jonassen  R. Scott Grabinger  N. Duncan C. Harris 《Performance Improvement Quarterly》1991,4(2):77-97

“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design model vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer–assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, & Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as subsumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.  相似文献   

Creative adolescent experiences of education and mental health during COVID-19: A qualitative study     

Lauren M. Zaeske  Taylor P. Harris  Amanda Williams  Gretchen Scheibel  Haiying Long  Barbara A. Kerr 《Psychology in the schools》2023,60(2):460-478

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Equitable representation in awards and recognition in scholarly publishing: Current challenges and the path ahead     

Rebecca Kirk  Susan J. Harris  Chhavi Chauhan 《Learned Publishing》2023,36(1):37-41

• Awards are an important mechanism of recognition that can signify inclusivity or exclusivity and impact careers.
• More women were selected by publishing organizations for awards overall yet appeared underrecognized in a predominantly women-employed workforce.
• Award programs showed a preference for US-based awardees despite the global representation of individuals' localities.
• To build equity in awards programs, organizations are encouraged to appoint diverse committees, promote transparency and publicize awards in historically excluded communities.

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The Special Challenge of Exhibitions of Contemporary History     

Harris H. Shettel 《Curator: The Museum Journal》1997,40(1):12-14

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