Systematic Error Analysis as an Empirical Basis for Analytic Teaching of Young Adults     

James A. Dunn 《教育心理学》1994,14(1):85-128

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A procedure for using and evaluating concept maps   总被引：1，自引：0，他引：1  

Patrick J. Cronin  John Dekhers  Jeffrey G. Dunn 《Research in Science Education》1982,12(1):17-24

Conclusion The procedures devised for mapping and evaluating maps has been applied to a number of different topic areas both for senior chemistry and for junior science. We believe that this procedure for constructing concept maps is more comprehensive and facilitates student use better than previous procedures. The procedure for evaluating concept maps has also been refined to the point whereby the classroom teacher can readily apply it as part of his/her teaching strategy. The research for this paper further supports concept mapping both as an instructional and evaluative tool.  相似文献   

Balancing Economic and other Discourses in the Internationalization of Higher Education in South Africa     

Mel Dunn  Pam Nilan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,7(2):265-281

Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims. The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding of post-secondary education institutions in the country.  相似文献   

Physical literacy and inclusion: A scoping review of the physical literacy literature inclusive of individuals experiencing disability     

Pushkarenko  Kyle  Causgrove Dunn  Janice  Wohlers  Brendan 《Prospects》2021,50(1-2):107-126

PROSPECTS - Although inclusion is a fundamental tenet of physical literacy (PL), its applicability and inclusivity related to individuals experiencing disability has been assumed but is not well...  相似文献   

Orthographic knowledge predicts reading and spelling skills over and above general intelligence and phonological awareness     

Zarić  Jelena  Hasselhorn  Marcus  Nagler  Telse 《European Journal of Psychology of Education - EJPE》2021,36(1):21-43

It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.

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An experimental comparison of the effectiveness of computers and humans as search intermediaries.     

R S Marcus 《Journal of the American Society for Information Science》1983,34(6):381-404

An experimental computer intermediary system, CONIT, that assists users in accessing and searching heterogeneous retrieval systems has been enhanced with various search aids. Controlled experiments have been conducted to compare the effectiveness of the enhanced CONIT intermediary with that of human expert intermediary search specialists. Some 16 end users, none of whom had previously operated either CONIT or any of the four connected retrieval systems, performed searches on 20 different topics using CONIT with no assistance other than that provided by CONIT itself (except to recover from computer/software bugs). These same users also performed searches on the same topics with the help of human expert intermediaries who searched using the retrieval systems directly. Sometimes CONIT and sometimes the human expert were clearly superior in terms of such parameters as recall and search time. In general, however, users searching alone with CONIT achieved somewhat higher online recall at the expense of longer session times. We conclude that advanced experimental intermediary techniques are now capable of providing search assistance whose effectiveness at least approximates that of human intermediaries in some contexts. Also analyzed is the cost effectiveness of current intermediary systems. Finally, consideration is given to the prospects for much more advanced systems which would perform such functions as automatic data-base selection and the simulation of human experts, and thereby make information retrieval more effective for all classes of users.  相似文献   

Verwaltungsgerichthof     

Marcus Vogeler 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(3):110-113

Rechtssprechung

Verwaltungsgerichthof  相似文献   

Teaching teachers: An investigation of beliefs in teacher education students     

Karee E. Dunn  Glenda C. Rakes 《Learning Environments Research》2011,14(1):39-58

Influenced by work on learner-centred education, teacher efficacy and teachers’ concerns, we conducted an investigation of the influence of 185 preservice teachers’ teacher efficacy and concerns on their learner-centred beliefs. Learner-centred beliefs were selected for the purposes of this study as the best indicator of future teaching actions because these preservice teachers had not yet entered the classroom or engaged in teaching practices. Preservice teacher efficacy and concerns, individually and collectively, significantly influenced learner-centred beliefs. These findings indicate that teacher education can facilitate the development of learner-centred beliefs by addressing these trainable characteristics and demonstrate the need to further explore both teacher efficacy and concerns as they relate to learner-centred education within teacher education programs.  相似文献   

Simulating variation in order to learn classroom management     

Eva L. Ragnemalm  Marcus Samuelsson 《Educational Media International》2016,53(4):274-284

Classroom management is an important part of learning to be a teacher. The variation theory of learning provides the insight that it is important to vary the critical aspects of any task or subject that is to be learned. Simulation technology is useful in order to provide a controlled environment for that variation, and text as a medium gives the opportunity to control exactly what aspects are presented to the learner. This study shows that text-based simulation has the potential to help the learner discern critical aspects of classroom management.  相似文献   

Families with deaf members: American Annals of the Deaf, 1996 to 2000     

Moores DF  Jatho J  Dunn C 《American annals of the deaf》2001,146(3):245-250

The authors provide an overview of 21 articles from several countries focusing on families with deaf members published in the literary issues of the American Annals of the Deaf from 1996 to 2000. Four categories were identified: Interaction and Involvement, Support Services, Stress and Coping, and Decision Making. The articles represent a commendable expansion of focus from the mother-child dyad to increased attention to fathers, siblings, extended family members, and significant nonfamily members such as deaf adults. The heterogeneity of families was a striking factor, even within those studies dealing with relatively homogeneous populations. Services appeared to be most effective within middle-class, educated family units, illustrating the need for more comprehensive services sensitive to the needs of families from less affluent backgrounds and with lower levels of education. In general, services to families with deaf children may be characterized as better than in the past but still in need of significant sensitivity and improvement. The presence of a deaf child in a family with hearing parents may cause stress, but parents have the flexibility to respond in a positive and beneficial way, especially when provided adequate information and support. The idea that hearing parents go through a grieving process involving the identification of deafness in their child seems to be an overstatement.  相似文献