The mentor role in individualized education at Empire State College     

Reed Coughlan 《Distance Education》1980,1(1):1-12

This paper discusses the role of mentors in individualized learning at Empire State College, New York State. The discussion implicitly questions roles and procedures in distance education.

This individualized learning programme is defined and illustrated. The components of the role of mentor are likewise defined and illustrated. Then the implications of being a mentor working with individual students are spelt out as they illuminate the relationships of mentors in academia.

The conclusion is offered that the mentor's commitment to his/her students is an exhibition of his/her fundamental commitment to a philosophical stance in education which surmounts primary loyalty to one's academic faculty.

The final whimsical question is whether or not individualized learning and distance education are compatible or conflicting.  相似文献   

Cross‐cultural predictors of mathematical talent and academic productivity     

Petri Nokelainen  Kirsi Tirri  James Reed Campbell 《High Ability Studies》2004,15(2):229-242

The main goal of this paper is to investigate cross‐cultural factors that predict academic ability among mathematically gifted Olympians in Finland and the United States. The following two research problems are formulated: (1) What factors contribute to or impede the development of the Olympians’ mathematic talent? and (2) Do the Olympians fulfill their potential by making contributions to their fields? The results regarding the first research question indicate that the amount of cross‐cultural distinctive factors (computer literacy) is less than the amount of connective factors (school hindrances, effort attributions, negative home influences) contributing to the development of the Mathematic Olympians’ talent. The results regarding the latter research problem show that some factors are culture invariant (socioeconomic status, effort attributions) and some are culture dependent (school hindrances, computer literacy) in relation to both US and Finnish Olympians’ later academic productivity. Results show that high school grade point averages do not necessarily predict academic productivity in Olympians’ careers.  相似文献   

Diagnosing and responding to emotional abuse within the helping system     

P J Fortin  S R Reed 《Child abuse & neglect》1984,8(1):117-119

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A Comparison of General and Content-Specific Literacy Strategies for Learning Science Content     

Deborah K. Reed  Kelly Whalon  Devon Lynn  Nicole Miller  Keely Smith 《Exceptionality》2017,25(2):77-96

This study employed an adapted alternating treatments single-case design to explore students’ learning of biology content when using a general note-taking (GNT) strategy and a content-specific graphic organizer (CGO) to support reading high school biology texts. The 4 focal participants were 15–18-year-olds committed to a moderate risk juvenile justice facility. Lessons were delivered once a week for 7 weeks with CGO delivered first in odd weeks and GNT first in even weeks. When students were unfamiliar with the strategies or experiencing emotional or health problems, their weekly quiz scores tended to be higher on whichever lesson was delivered first. After stabilizing, an average ability reader did better on CGO lessons, and a student with below-average reading ability did better on GNT lessons. CGO took more time to prepare but an average of 11 minutes less than each GNT lesson to implement. CGO also was associated with more student-initiated responses and more self-reported student preferences.  相似文献   

Transforming School Improvement now and for the Future     

Caroline Lodge  Jane Reed 《Journal of Educational Change》2003,4(1):45-62

School improvement is in danger ofbecoming simply a tool for the agendas ofpolicy makers to raise attainment in westernschool systems. While this agenda is importantwe argue that the focus on attainment andschool performance is inadequate to meet thechallenges of young people's futures.Furthermore we argue that an emphasis onperformance and delivery of outcomes is takingthe focus off learning. Schools will have nocurrency in the future unless there is greateremphasis on learning. This paper is acontribution to the debate about the futuredirection of school improvement.To develop these arguments this paperexplores three inter-linked themes:1. School improvement theory and practiceneed to change direction to take more accountof schools' contexts and their likely futurecontexts.2. Our beliefs about the purposes ofschooling and assumptions about schoolimprovement, its aims and how it is promotedare affected by our worldviews. The worldviewscurrently holding sway in schools and educationoften work against an emancipatory agenda.3. School improvement must focus more onthe learning of all members of the schoolcommunity.  相似文献   

Regulating the Regulators: The Conflict between the Congressional Oversight Subcommittee and the FCC     

Reed W. Smith Ph.D. 《广播与电子媒介杂志》2013,57(2):194-211

Between 1957 and 1960, a congressional subcommittee battled with the Federal Communications Committee (FCC) over the awarding of major market TV station licenses. Hearings were held after suspicions were raised in Congress that some license applicants had inappropriately contacted commissioners during award deliberations, and that some commissioners had accepted “favors” in exchange for sympathetic votes. The resulting volatile investigation cost two commissioners and a White House aide their jobs, but more importantly resulted in new regulations concerning ex parte communications and commissioner standards of ethical conduct. This article analyzes the tumultuous events that led to the creation of the new standards.  相似文献   

Introducing neuroeducational research – By Paul Howard‐Jones     

Hannah E Reed BA  William Brescia PhD 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):E62-E62

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Some investigations into the velocity of sound at ultra-sonic frequencies using quartz oscillators     

C.D. Reed 《Journal of The Franklin Institute》1930,210(5):672

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Identification-Based Multiple-Choice Assessments in Anatomy can be as Reliable and Challenging as Their Free-Response Equivalents     

Jan Douglas-Morris  Helen Ritchie  Catherine Willis  Darren Reed 《Anatomical sciences education》2021,14(3):287-295

Multiple-choice (MC) anatomy “spot-tests” (identification-based assessments on tagged cadaveric specimens) offer a practical alternative to traditional free-response (FR) spot-tests. Conversion of the two spot-tests in an upper limb musculoskeletal anatomy unit of study from FR to a novel MC format, where one of five tagged structures on a specimen was the answer to each question, provided a unique opportunity to assess the comparative validity and reliability of FR- and MC-formatted spot-tests and the impact on student performance following the change of test format to MC. Three successive year cohorts of health science students (n = 1,442) were each assessed by spot-tests formatted as FR (first cohort) or MC (following two cohorts). Comparative question difficulty was assessed independently by three examiners. There were more higher-order cognitive skill questions and more of the course objectives tested in the MC-formatted tests. Spot-test reliability was maintained with Cronbach’s alpha reliability coefficients ≥ 0.80 and 80% of the MC items of high quality (having point-biserial correlation coefficients > 0.25). These results also demonstrated guessing was not an issue. The mean final score for the MC-formatted cohorts increased by 4.9%, but did not change for the final theory examination that was common to all three cohorts. Subgroup analysis revealed that the greatest change in spot-test marks was for the lower-performing students. In conclusion, our results indicate spot-tests formatted as MC are suitable alternatives to FR tests. The increase in mean scores for the MC-formatted spot-tests was attributed to the lower demand of the MC format.  相似文献   

A Multi-Disciplinary Approach to the Study of Man and Environment     

Z. Delores Reed  Robert C. Cloud 《The Journal of environmental education》2013,44(3):46-48

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