A process for the critical analysis of instructional theory     

Jay A. Bostwick  Isaac Wade Calvert  Jenifer Francis  Melissa Hawkley  Curtis R. Henrie  Frederick R. Hyatt  Janeel Juncker  Andrew S. Gibbons 《Educational technology research and development : ETR & D》2014,62(5):571-582

Some have argued for a common language in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it precludes development and flexibility. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of categories that emerge from the literature, and the comparison of theories across categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.  相似文献   

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding     

C. Nikki Arrington  Paulina A. Kulesz  David J. Francis  Jack M. Fletcher  Marcia A. Barnes 《Scientific Studies of Reading》2014,18(5):325-346

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension.  相似文献   

KILLING THE FATHER/BECOMING UNCOMFORTABLE WITH THE MOTHER TONGUE: RETHINKING THE PERFORMATIVE CONTRADICTION     

Kate McCoy 《Educational theory》1997,47(4):489-500

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Literacy in Fiji: Its origins and its development     

Francis Mangubhai 《Interchange》1987,18(1-2):124-135

Literacy was introduced into Fiji by Christian missionaries just over 150 years ago, and for almost 100 years limited literacy practices were fostered by schools run mainly by the churches. With the rise of towns and of a bureaucracy, literacy in English as a second language was also introduced. But the levels of literacy in both vernacular and the second languages have been generally low, especially in the rural areas. A research project set up to improve literacy in educational contexts is described. Current problems related to literacy and future developments are discussed.  相似文献   

Incandescent lamps     

Francis W. Willcox 《Journal of The Franklin Institute》1900

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Roman Catholic Secondary Schools: falling rolls and pupil attitudes     

L. J. Francis 《Educational studies》1986,12(2):119-127

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A student's view of an engineering exchange scheme (2)     

Francis Hibbert 《European Journal of Engineering Education》1981,6(3-4):267-268

British engineering is in the doldrums. It no longer has the glamorous self-confidence that it enjoyed in the Victorian era. In comparison with France, Germany and the USA, grand engineering schemes in Britain are realized only very painfully, if at all. The link between technologists and planners and the national policy-making machinery (government) that Telford and Brunel enjoyed has to a large extent been severed. The academically bright tend to avoid engineering because it is not generally recognised to be an intellectual pursuit.  相似文献   

Problems of expanding assistance to education     

Francis J. Method 《Prospects》1975,5(1):77-86

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Education and historical materialism     

Francis Schrag 《Interchange》1986,17(3):42-52

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Form, Content and Rationality in Morality and Moral Education     

Francis Dunlop 《Journal of Philosophy of Education》1977,11(1):78-97

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