On a theory of instruction: Why different forms of instruction result in similar knowledge   总被引：2，自引：0，他引：2  

David R. Olson 《Interchange》1972,3(1):9-24

Why can instructional processes having widely different topographies—such as teaching through a demonstration (modeling), teaching through verbal explanation, and teaching by simply providing an occasion for the child's direct contingent experience—all result in the development of the same or similar knowledge? A recent series of experiments that examined the role of instruction in the intellectual development of young children provides evidence for the equivalence of different forms of instruction and leads to the postulation of a set of invariant processes of information exchange that underlies the surface characteristics of various forms of instruction.  相似文献   

Who wants to be involved in professional library media organizations?     

David L. Graf  Patricia J. Fewell 《TechTrends》1991,36(6):17-22

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Future apprenticeships in England: the role of mediation in the new model     

Ann Hodgson  Ken Spours  David Smith 《Journal of Education & Work》2017,30(6):653-668

Apprenticeship systems across the globe are having to adapt to changing international economic and social trends. England is no exception. This article examines the latest model of apprenticeship in England from the perspective of the ‘mediators’ who work at local and regional level with employers to construct and deliver the majority of current apprenticeships. The role of these actors is examined through a conceptual framework analysing different forms of mediation in the context of ‘the modern expanded state’. Their views were collected through 27 focus groups in nine regions of England in Spring 2016 and involving over 100 participants. These data suggest that the new apprenticeship model faces a number of challenges; notably how to engage small and medium-sized enterprises and how to better support the mobility and progression of apprentices. Participants advocated the development of regional and local networks comprising employers, FE colleges and other providers, HEIs and local government, as ways of sustaining the ‘apprenticeship market’, providing learner progression routes and stimulating employer demand for skills. The article concludes by suggesting a set of necessary local and national conditions if these networks are to have an impact on the successful development of the new apprenticeships.  相似文献   

To Guess or Not to Guess: A Decision-Theoretic View of Formula Scoring     

David Budescu  Maya Bar-Hillel 《Journal of Educational Measurement》1993,30(4):277-291

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Primary pre-service teachers' pedagogical reasoning skills     

Mr. Ray Peterson  Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330

This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use of the approach to improve their pedagogical reasoning skills. Specializations: science teacher education, learning in science, chemistry education. Specializations: student learning, conceptual change, technology education, curriculum evaluation.  相似文献   

A conceptual level matching model for coordinating learner characteristics with educational approaches     

David E. Hunt 《Interchange》1970,1(3):68-82

The theoretical background and construct validity of Conceptual Level (CL) are summarized in order to provide the basis for deriving the CL matching model. The rationale for the CL matching model, which coordinates learner CL and degree of structure of educational approach, is described, and empirical support reviewed. A possible extension of the matching model based on coordinating learner “accessibility channels” with the form of presentation is summarized. Finally, a few problems in implementing matching models are noted.  相似文献   

Immersion,Reflection, Failure: Teaching Graduate Students to Teach Writing Online     

Stephen David Grover  Kelli Cargile Cook  Heidi Skurat Harris  Kevin Eric DePew 《Technical Communication Quarterly》2017,26(3):242-255

ABSTRACT

A common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure.  相似文献   

Conditioned flavor preferences as a function of deprivation level: Preferences or aversions?     

David H. Campbell  Elizabeth Deutsch Capaldi  David E. Myers 《Learning & behavior》1987,15(2):193-200

Rats tend to prefer flavors previously consumed under low deprivation to flavors previously consumed under high deprivation (Capaldi & Myers, 1982). We attempted to distinguish among possible associative explanations by determining whether this conditioning phenomenon was based upon conditioned preferences, conditioned aversions, or both. We compared preference for flavors presented exclusively under either high or low deprivation with preference for a neutral flavor. In Experiments 1A and 1B the neutral flavor was one that had been randomly paired with both high and low deprivation, whereas in Experiments 2 and 3 the neutral flavors had not been associated with either high or low deprivation. Our results strongly suggest that this conditioning phenomenon is based upon an actual increase in preference for the flavor consumed under low deprivation rather than on any form of aversion conditioning.  相似文献   

A model of student approaches to learning encompassing ways to influence and change approaches     

David Kember  Lyn Gow 《Instructional Science》1989,18(4):263-288

The tems surface and deep are widely used to describe student approaches to studying and learning. Different writers have attributed different shades of meaning to the terms, as the categories have resulted from the work of a number of groups or individual researchers. There are greater divergences of opinion on the question of how students can be influenced to adopt either a surface or a deep approach. This paper attempts to synthesise some of the divergent positions into a simple model of student approaches to learning which concentrates on the ways that students may be influenced to adopt either surface or deep approaches. The model recognises the existence of predispositions to either deep or surface approaches, and the use of strategies for particular tasks. A number of contextual variables seem to influence students with a deep predisposition to adopt surface strategies. The transition between surface and deep predispositions is seen as difficult to influence, but three types of intervention are discussed.  相似文献   

Footing the bill: should we all have to pay for one company's bright idea?     

Nowak R  Concar D 《New scientist (1971)》2002,174(2343):4-5

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