The structure of multiple free associations to words,black-and-white pictures,and color pictures     

William Winn 《Educational technology research and development : ETR & D》1976,24(3):273-293

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Visualization in learning and instruction: a cognitive approach     

William Winn 《Educational technology research and development : ETR & D》1982,30(1):3-25

This article is based on the premise that instruction involves the control of cognitive processes by means of carefully selected instructional strategies. Visual cognitive processes having to do with perception, the assimilation of new information, and learning by means of analogy are examined, and particular instructional strategies by which each process can be controlled are identified. Ways of improving mental skills (i.e., those visual processes at which the learner is relatively adept) are discussed. Conclusions are drawn regarding relationships between visual learning and instruction, and implications for research and design are examined. Research for this article was conducted while the author was a visiting scholar in the Department of Instructional Technology, University of Southern California. The research was supported by a grant from the University of Calgary. The author wishes to thank Richard Clark for his helpful comments on an earlier draft of the article.  相似文献   

The effect of the spatial arrangement of simple diagrams on the interpretation of english and nonsense sentences     

William Winn  Cliff Solomon 《Educational technology research and development : ETR & D》1993,41(1):29-41

In two experiments, subjects received problem sets consisting of a simple diagram accompanied by two sentences and were asked to select the sentence that best expressed the meaning of the diagram. Each diagram showed a relationship between two concepts. The relationships were category membership, possession of a property, and causality. The relative placement of the concepts was varied. In the first experiment, the concepts were given nonsense names. Significant biases in response frequencies were found, suggesting that, in the absence of semantic content, the interpretation of the diagrams was largely determined by syntactic rules of English. In the second experiment, similar biases were found for diagrams whose concepts were given English names. However, the biases were less evident when the diagrams violated the rules of English syntax. This suggested that conflict between the sense of English and a diagram's spatial arrangement makes consistent interpretation unlikely. Conclusions are drawn concerning the relationships between the spatial arrangement of diagrams and the meaning of relationships among concepts stated in sentences. Suggestions for diagram design are offered.  相似文献   

Critical consciousness in adult education and intergenerational dialogue     

Ira Winn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(3):381-384

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Effects of Residential Instability on Head Start Children and Their Relationships with Older Siblings: Influences of Child Emotionality and Conflict between Family Caregivers     

Zolinda Stoneman  Gene H. Brody  Susan L. Churchill  & Laura L. Winn 《Child development》1999,70(5):1246-1262

This study examined the influence that residential dislocations have on child behavior problems, depression, peer competence, cognitive competence, and the quality of sibling relations in a sample of 70 Head Start children, aged 32 to 67 months, and their older brothers and sisters, aged 48 to 155 months. This was the first study to investigate the sibling relationship in the context of high residential mobility. Information on child characteristics was obtained from mothers and teachers. Sibling data (warmth/harmony and conflict) were obtained from coding videotaped interactions. Child emotionality was found to be an important moderator of the effects of residential mobility on young, poor children and their siblings; caregiver conflict was a less powerful moderator of these effects. Residential instability seemed to compromise the warmth/harmony of the sibling relationship. It was concluded that the effects of residential instability are complex and cannot be understood without considering child characteristics, such as temperament, and the family context in which the child lives.  相似文献   

ORGANIZATIONAL QUALITY: An Examination of the Malcolm Baldrige National Quality Framework   总被引：1，自引：0，他引：1  

Winn  Bradley A.  Cameron  Kim S. 《Research in higher education》1998,39(5):491-512

One of the major obstacles to empiricalinvestigations of quality in organizations is thedifficulty in defining precisely what quality is. Onedefining framework that is widely accepted in for-profitorganizations is the Malcolm Baldrige National Quality Award(MBNQA) framework. This study examines the validity ofthe proposed relationships among the MBNQA dimensionsusing data from higher education. The empirical results help identify a modified model that hasimplications for managing quality improvementinitiatives.  相似文献   

Competition and the quality of public schools   总被引：1，自引：0，他引：1  

Thomas S. Dee 《Economics of Education Review》1998,17(4):419-427

A growing body of empirical research has provided provocative evidence that competition from private schools improves student achievement in neighboring public schools. However, this uniform conclusion has been based on fundamentally different empirical specifications. This study examines the importance of these different specifications by presenting new evidence on the relationship between public school quality and competition from private schools. This evidence is based on a unique data set that contains consistently defined high school graduation rates for the unified school districts in 18 states. The results indicate that empirical strategies which rely exclusively on ordinary least-squares (OLS) can lead to misleading inferences because of omitted variables bias and the simultaneous determination of the demand for private schools and public school quality. Nonetheless, two-stage least-squares (2SLS) estimates indicate that competition from private schools does have a positive and statistically significant impact on the high school graduation rates of neighboring public schools.  相似文献   

‘Too Semitic’ or ‘Thoroughly ‘Anglicised’? The Life and Career of Harold Abrahams     

David Dee 《国际体育史杂志》2013,30(6):868-886

Harold Maurice Abrahams (1899–1978) – the British-Jewish athlete made famous by the film Chariots of Fire – won gold for Britain in the 100 m sprint in the 1924 Paris Olympics. Far from being the ‘outsider’ depicted in Chariots of Fire, however, Abrahams’ ‘Anglicisation’ was extensive and played an important role in his life before, during and after his athletics career. Abrahams’ integration went hand-in-hand with his sporting success – something which was celebrated by British Jewry. Such was his assimilation, that by 1936 – a year when Abrahams courted controversy over his stance on the Berlin Olympics – he was criticised for having ‘lost’ all attachment to the community of his birth. In contrast to the film, where Abrahams is seen to be ‘too Semitic’, the Bedford athlete was actually ‘thoroughly Anglicised’. A desire to move into or support middle-to-upper class British society characterised Abrahams’ personal and sporting life much more so than his Jewishness. As time progressed, Abrahams’ Jewish origins meant less and less, both to Harold himself and to those around him.  相似文献   

Learning oceanography from a computer simulation compared with direct experience at sea     

William Winn  Frederick Stahr  Christian Sarason  Ruth Fruland  Peter Oppenheimer  Yen‐Ling Lee 《科学教学研究杂志》2006,43(1):25-42

Considerable research has compared how students learn science from computer simulations with how they learn from “traditional” classes. Little research has compared how students learn science from computer simulations with how they learn from direct experience in the real environment on which the simulations are based. This study compared two college classes studying introductory oceanography. One class learned using an interactive computer simulation based on a dynamic, three‐dimensional model of physical oceanography. The other class learned by spending a day on a research ship using scientific tools and instruments to measure physical properties of the ocean directly. In classes preceding and following the simulation or field experience, students performed the same exercises regarding currents and salinity, had the same instructor presentations, and did the same homework. The study found that the field experience helped contextualize learning for students with little prior experience of the ocean while the simulation made it easier for students to connect what they learned from it to other content they learned in class. These and other findings shed light on what computer simulations can and cannot help students learn, and what concepts are best learned in the real environment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 25–42, 2006  相似文献   

大学课程设计自学指南:如何设计课程以促进意义深远的学习(续)     

迪·芬克  李康 《复旦教育论坛》2008,6(2):85-88

作为大学老师,为了达到好的教学效果,我们必须能够做好两项活动,既要做好课程设计,又要做好师生互动。就这两项活动而言,我们的课程设计能力常常是制约因素。《创造意义深远的学习经历:大学课程整合设计方案》一书作者,美国奥克拉荷马大学教学发展项目部主任迪.芬克博士撰写了一份大学课程设计的自学指南,旨在给大家介绍一套系统有效的课程设计程式,帮助大家学会怎样进行课程设计。指南包括课程整合设计的三个主要阶段,每阶段包括开篇的介绍性评价,读者可以加以使用的工作簿,以及读者在课程设计过程中可以对自己提出的一些问题,以对自己的设计实践进行推敲。  相似文献