Active learning for postsecondary educators: A study of two learning designs     

Brent W. Poppenhagen  Ernest M. Schuttenberg  John P. Gallagher 《Innovative Higher Education》1982,6(4):242-257

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted.An earlier version of this paper was presented at the American Educational Research Association National Conference, Los Angeles, April, 1981.The authors wish to acknowledge the contributions of Millicent Nuver in the collection, processing, and analysis of the data reported in this study.  相似文献   

Tomorrow, and Tomorrow, and Tomorrow …     

Brent Robinson 《English in Education》1984,18(1):47-53

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Intuition and Innumeracy          下载免费PDF全文

Roger Brent 《CBE life sciences education》2004,3(2):88-90

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Cost-effectiveness analysis, 2 Edition: Henry M. Levin and Patrick J. McEwan. Thousand Oaks, CA: Sage Publications, Inc., 2001. xx + 308 pp. Price: $32.95 (hardback)     

Brian O. Brent   《Economics of Education Review》2002,21(6):643

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The international and intercultural communication annual: Volumes I–V : Speech Communication Association and its Commission on International and Intercultural Communication, 1947–1978     

Brent D. Ruben  Indu B. Singh 《Int J Intercult Relat》1980,4(3-4)

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On the many metaphors of learning … and their associated educational frames     

Brent Davis 《课程研究杂志》2018,50(2):182-203

Current landscapes of curriculum discourse and educational practice are examined by focusing on co-evolutions of metaphors for knowledge, learning and teaching across four prominent ‘frames’—namely, Standardized Education, Authentic Education, Democratic Citizenship Education and Systemic Sustainability Education. It is argued that these frames become compelling and resilient (or repulsive and nonsensical)—not because of what they explicitly assert, but because of the coherence of their implicit webs of vocabulary, metaphor, image and ideological association. While some of these frames/webs may be embraced as complementary, more often they are treated as conflicting or incoherent—in part, it would seem, because of tensions among their mainly implicit substrates of figurative association.  相似文献   

Cookbook Procedures in MBL Physics Exercises     

Brent Royuk  David W. Brooks 《Journal of Science Education and Technology》2003,12(3):317-324

This paper presents the results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the FCI between two laboratory groups. One group completed cookbook labs while the other completed the IE labs in RealTime Physics.  相似文献   

Issues in alternative graduate education     

Dr. Brent W. Poppenhage 《Innovative Higher Education》1979,4(1):3-10

Most educators are aware that alterantive graduate programs exist in the United States. Few educators understand the exact nature and scope of these programs or the variety of issues that confront their development and viability. This introductory article defines alternative graduate education and identifies the issues and concepts considered to be critical to the conduct of nontraditional graduate study.  相似文献   

Modeling imitation and emulation in constrained search spaces     

Acerbi A  Tennie C  Nunn CL 《Learning & behavior》2011,39(2):104-114

Social transmission of behavior can be realized through distinct mechanisms. Research on primate social learning typically distinguishes two forms of information that a learner can extract from a demonstrator: copying actions (defined as imitation) or copying only the consequential results (defined as emulation). We propose a decomposition of these learning mechanisms (plus pure individual learning) that incorporates the core idea that social learning can be represented as a search for an optimal behavior that is constrained by different kinds of information. We illustrate our approach with an individual-based model in which individuals solve tasks in abstract “spaces” that represent behavioral actions, results, and benefits of those results. Depending on the learning mechanisms at their disposal, individuals have differential access to the information conveyed in these spaces. We show how different classes of tasks may provide distinct advantages to individuals with different learning mechanisms and discuss how our approach contributes to current empirical and theoretical research on social learning and culture.  相似文献   

Butches,Bullies and Buffoons: Images of Physical Education Teachers in the Movies     

Bryan McCullick  Don Belcher  Brent Hardin  Marie Hardin 《Sport, Education and Society》2013,18(1):3-16

The purpose of this study was to examine the cinematic images of physical educators during the past decade. This study is approached from two perspectives: (a) framing and (b) social cognition. Framing, an approach to media studies most often reserved for critical analysis of news, provides useful generalities for a formative study of movie images, which directs explicit attention toward the construction and use of media frames. Contemporary social cognition theory blends social learning theory with an understanding of the power of media images. Media observers (i.e. movie viewers) can acquire symbolic representations of behavior through media images and these images are powerful and informative enough to inform subsequent behavior. Using the Internet Movie Database (IMDB), each researcher compiled a list of movies. After an initial list from the IMDB was compiled, researchers added films that they knew, from personal knowledge, included physical education teachers. A final list of 18 movies was distributed to each of the four coders, with a stipulation that the coding take place during a specified time period of no more than three months. Each researcher observed the videotapes independently while noting the dialogue and camera shots of all scenes involving physical educators for emerging frames of reference regarding physical education teachers. Ethnographic content analysis, a media studies variation of the constant comparative method, aided in the identification of frames (categories and themes) that emerged from the data. The researchers independently made notes concerning the video observations and then later developed a system of classification by comparing notes and discovering regularities within the data. The constant comparative method was used to assist in the assessment and grouping of framing approaches. Agreement between researchers had to be 100% for a frame to be included in research findings. It was agreed that frames had to be constructed by both verbal and visual indicators in the films, and it had to be strongly associated with at least three films. Although nuances in setting, plot and the personalities of characters might arguably make frames in each film studied 'unique', several frames emerged as characteristic of depictions of physical educators: (a) there is no distinction between physical educators and coaches, (b) physical educators are incompetent teachers, (c) physical educators are drill sergeants and are the proverbial 'bully from hell' who enjoys seeing a student humiliated, and (d) characteristics of physical educators are gendered: women are often depicted as 'butch' or lesbian; men, as buffoons devoid of 'masculine' leadership qualities. An understanding of these frames is important because it provides clues about social cognition and behavior in regard to issues of physical education--from the classroom to the school board meeting, from decisions made about participation in physical education class to decisions made about the priority of physical education in the school setting.  相似文献