Philipp Melanchthon     

Horst F. Rupp 《Prospects》1996,26(3):610-621

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The international study of achievement in mathematics a few examples of points of special interest to teachers     

Gilbert F. Peaker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(2):222-228

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On the nature of the primacy effect in memory processing: A reply to Gaffan     

Anthony A. Wright  Hector C. Santiago  Stephen F. Sands 《Learning & behavior》1983,11(1):148-150

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The effect of US omission in classical aversive and appetitive conditioning of rabbits     

William F. Prokasy  I. Gormezano 《Learning & behavior》1979,7(1):80-88

Rabbits (Oryctolagus cuniculus) were given either a 100% or a 50% reinforcement schedule in classical conditioning. Two groups received an aversive US (shock) and two groups received an appetitive US (water to the oral cavity). With parameter estimates for the two-phase model serving as the dependent variables, it was possible to define more precisely the effect of US omission with the intermittent reinforcement schedule. For the aversive preparation, the major effect of intermittent reinforcement was to increase the duration of Phase 1, a phase during which response likelihood remains constant at its initial value. Only a small proportion of subjects reflected the effect of US omission during Phase 2, the “learning” phase, this being a low operator limit following trials on which neither the CR nor the US occurred. The major effect of US omission for the appetitive preparation was in Phase 2, primarily a result of a minority of subjects having a low operator limit following trials on which neither the CR nor the US occurred. Many subjects required separate operators for trials on which the CR did or did not occur. The results were interpreted to pose difficulties for strength theories of conditioning, and the limitation implied for successful application of the Rescorla-Wagner theory are discussed. The implications of the data for response-contingent interpretations and for individual differences are also discussed.  相似文献   

La Parte Chusca of a Pedagogical Here and Now: Oaxacan Teachers’ Heteroglossic Joking About State Repression and Educational Reform     

Stephen T. Sadlier 《Journal of Latinos & Education》2016,15(4):320-332

Faced with repression and reform, humor has become tactical for public school teachers in Oaxaca, Mexico, engaged in a decades-old movement that after 2006 involved intensified street- and school-based pedagogies. This piece explores how humor adds to a political project via mocking names, images, and dictates of elite leaders to bring a here and now to what is taken as inaccessible in the teachers’ political lives. Humor forms part of an (e)sc(h)atology in which critical practices are part eschatological, a call for definite transformation, and part scatological, embodied vulgarity. La parte chusca (the funny part), its (e)sc(h)atological contribution, angles toward critical literacies in Oaxaca and beyond.  相似文献   

Getting a Purchase on "The School of Tomorrow" and its Constituent Commodities: Histories and Historiographies of Technologies     

Stephen Petrina 《History of education quarterly》2002,42(1):75-111

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For sale: the state of Alabama (A commentary on litigation and the institutionalized retarded)     

Burton TA  Burton SF  Hirshoren A 《The Journal of special education》1977,11(1):59-64

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How teachers design their materials: Implications for instructional design     

Stephen T. Kerr 《Instructional Science》1981,10(4):363-378

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The issue at a glance     

John F. Wozniak 《Academic Questions》1994,7(3):3-4

The issue at a glance  相似文献   

Teachers’ technology adoption and practices: lessons learned from the IWB phenomenon     

Matthew Kearney  Sandy Schuck  Peter Aubusson  Paul F. Burke 《Teacher Development》2018,22(4):481-496

The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.  相似文献