A research agenda for developing and implementing educational computer games   总被引：2，自引：0，他引：2  

Yuxin Ma  Douglas Williams  Louise Prejean  Charles Richard 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(3):513-518

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对日趋严重的剽窃问题和正确使用科学引用的讨论     

石理察  杨毅欣 《生物学教学》2007,32(7):14-17

在几乎所有的发达国家，高中和大学教师发现学生从书籍和互联网摘抄资料而不注明出处的现象显著增加。剽窃是作者把别人的文字和或者思想据为已有的现象。尽管生物学教师反复告诫学生不要剽窃，可是剽窃现象依然有增无减。产生这种现象的原因可能是文字很容易从互联网上粘贴过来。这种剽窃有时被称作“科技促成便捷剽窃”，或者称作“粘贴复制剽窃”。  相似文献   

The advantages of being dyslexic     

Richard L. Masland M.D. 《Annals of dyslexia》1976,26(1):10-18

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The Implementation and Evaluation of Comprehensive School Guidance Programs in the United States: Progress and Prospects     

Gysbers  Norman C.  Lapan  Richard T. 《International Journal for Educational and Vocational Guidance》2001,1(3):197-208

The evolution of guidance in the schools of the United States from a position to a service to a program is described. Then the prevailing structure for guidance, the comprehensive guidance program is presented. This section of the article provides a brief overview of the basic elements of the program. Finally, the article closes with discussion of guidance program evaluation as well as presents the results of several studies that offer evidence of the impact of guidance programs. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Five years of strategic environmental assessment efforts at a research university: A case study of an organizational innovation     

Professor James C. Hearn  Dr. Richard M. Clugston Ph.D.  Richard B. Heydinger 《Innovative Higher Education》1993,18(1):7-36

This study examined the emergence and subsequent five-year history of environmental scanning at a large research university. Proponents of strategic approaches to management in organizations usually recommend environmental scanning as a necessary support for effective decision making. The technique seeks to build systematic understanding of the external environment of the organization, via ongoing reconnaissance of relevant developments in technology, the economy, the political and legal arenas, and the larger society. Scanning's fit with educational organizations may be problematic, however. Over time, scanning efforts on the campus studied here became less theory-based and less centralized, and scanning failed to become an institutionalized innovation. The difficulties in institutionalizing scanning are traced to six factors: limitations posed by organizational structure, an absence of powerful champions, constraints from the organizational culture, the existence of a policy vacuum surrounding scanning efforts, the daunting demands of such efforts themselves, and questionable articulation with the fundamental goals and mission of the institution. The analysis suggests that the generic scanning model seems unlikely to win acceptance in research universities without substantial modification.His research and his teaching focus upon organization and policy in higher education. Among his current research projects are an investigation of the changing demography of the professoriate and a study of the effects of the ongoing centralization of higher-education governance at the state level in the U.S. His Ph.D. is from Stanford University.His primary focus is assisting academic disciplines and institutions in developing ecologically sensitive curricula and sustainable practices.He received his Ph.D. from the University of Michigan.  相似文献   

Effects of career interventions on vocational cognitive complexity     

Wei-Cheng Mau Ph.D.  Christy Calvert  Richard Gregory 《Journal of Career Development》1997,23(4):279-293

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Flexible coursework delivery to Australian postgraduates: How effective is the teaching and learning?   总被引：2，自引：0，他引：2  

Kate Beattie  Richard James 《Higher Education》1997,33(2):177-194

The educational implications of non-traditional delivery methods atpostgraduate level are not yet well understood. A major question is whetheradvantages of access and flexibility are accompanied by trade-offs inlearning experiences and outcomes. In this paper we address the effectivenessof delivery methods currently used in postgraduate coursework programs inAustralia. We draw heavily on a national study of flexible delivery methodsin postgraduate education, conducted in 1995.Following a nation-wide survey, we investigated the effects of deliverytechnologies on learning and teaching in seven postgraduate courses.Information was collected, mostly by taped interview, from staff andstudents, and also from course documentation. We present here a typology,based on teaching and learning characteristics, by which we found it usefulto group delivery methods. We identify and discuss four major issuesconcerning the effects of these delivery methods on learning and on teaching,under the headi ngs learner control of learning, interaction and socialexchange, teachers as supporters of student learning and feedback inteaching. As well, we report, according to the typology, the effects ofspecific technologies on teaching and learning.We conclude that on the score of encouraging intellectual independencemany non-traditional delivery methods are fairly robust – on managingcomplexity or uncertainty and encouraging a lively critical inquiry, theyfare less well. From what we have seen, the most effective strategies atpostgraduate level use integrated delivery approaches to create flexiblelearning environments with premiums on individual time management andpractical application of learning. Considerably more detailed evaluation ofthe resulting learning outcomes is needed.  相似文献   

Downs v. Los Angeles Unified School District: The Case of the Anti-Gay Teacher     

Richard Fossey  Douglas R. Davis 《Journal of Personnel Evaluation in Education》2003,17(3):277-283

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Education,culture, and the Singapore developmental state: ‘world-soul’ lost and regained?, by Yeow-Tong Chia     

Richard O. Welsh  Parna Banerjee 《History of education》2018,47(1):136-138

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A validity study of two paper-pencil tests of concrete and formal operations     

Walter A. Farmer  Margaret A. Farrell  Richard M. Clark  Janet McDonald 《科学教学研究杂志》1982,19(6):475-485

Two group paper-pencil batteries, the Longeot (consisting of three subtests) and three puzzles (KLR) from Science Teaching and the Development of Reasoning, were administered to 607 students from ninth and tenth grade mathematics and science classes. A subsample of 69 students was then administered three Inhelder tasks (chemicals, rods, and shadows). In general, the expected developmental trends were confirmed, with formal status being most difficult to attain on the Inhelder tasks and easiest to attain on the Longeot. The correlations between the KLR and Inhelder (0.61, p < 0.01) and the Longeot and Inhelder (0.55, p < 0.05) were moderately high. According to the method of Shayer (Note 2), it was found that each of five paper-pencil subtests discriminates at or between the 2B (late concrete) and 3A (early formal) levels while the sixth subtest, the mealworm puzzle, was found to discriminate at the 3A level. This study indicates that either group battery may be useful in identifying transitional subjects. However, if a more stringent criterion of “formal” is needed, a “success” rate of four or five out of the six subtests may be required. Both group batteries are relatively easy to administer and score with a minimum of guidance, although the KLR scoring might need to be simplified for use by the practitioner. Sex differences found on the KLR and the Longeot are suggestive of the potential differential use of these tests by researchers investigating sex differences in achievement or aptitude.  相似文献