Ultra-ionization potentials of mercury     

Ernest Orlando Lawrence 《Journal of The Franklin Institute》1927,204(1):91-94

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Changing lead into gold     

Ernest R. House 《Interchange》1981,12(1):22-26

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Adaptive Instructional Strategies for Teaching Rules in Mathematics     

Steven M. Ross  Ernest A. Rakow 《Educational technology research and development : ETR & D》1982,30(2):67-74

These researchers explored ways of adapting instruction to individual students. In one experiment, as an incentive for focusing on more difficult learning tasks, they assigned more points to tasks predicted to be difficult for the student. In a second experiment, they varied both incentives and number of examples offered to demonstrate the tasks, again on the basis of pretest scores. Included is a discussion of how the findings-that both techniques are beneficial—can be applied in classroom instruction. The authors acknowledge the contribution of Duncan N. Hansen, who directed the research project involving performance of the present studies and participated in the writing of earlier drafts. Requests for reprints should be sent to Steven M. Ross, Foundations of Education, Memphis State University.  相似文献   

The Planet Mars and Science in Victorian America     

George Ernest Webb 《Journal of American culture (Malden, Mass. : 2003)》1980,3(4):573-580

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HAROLD ORDWAY RUGG, 1886–1960     

B. Othanel Smith  F. Ernest Johnson  Carelton Washburne  Theodore Brameld 《Educational theory》1960,10(3):176-181

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Whitehead and the Implications of the Process Metaphor for Mathematics     

Paul Ernest 《Interchange》2000,31(2-3):225-241

In Principia Mathematica Whitehead and Russell erected one of the cornerstones of modernist philosophy of mathematics. However, as an epistemological project seeking to secure the foundations of mathematics, this attempt failed, as Whitehead acknowledged. His later work in process philosophy represented a new direction. Although not explicitly a philosophy of mathematics, it provides a suggested metaphor for philosophy of mathematics. This paper explores the possible implications of organismic and process philosophy, both for the philosophy of mathematics, and for mathematics education and teaching.  相似文献   

National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

On Scholars and Pragmatists and Fitting It All In     

Ernest Roe 《高等教育研究与发展》1988,7(2):163-175

The author looks back on his career as an academic in Australia, tracing both his own and higher education's descent into pragmatism. In particular, he re‐examines 25 years later the AVCC working party report on Teaching Methods in Australian Universities of which he was a co‐author.  相似文献   

大海诗人与朗费罗     

赵秀明 《世界文化》2006,(1):23-23

把大海当作知音,当作既不能摆脱的心中的哈姆雷特又不能使之拥有一刻平静的累尔提斯,这是现代人的理念。拜伦和雪莱在诗中创造了大海;海涅把大海当作知音,向它诉说自己的爱情;华兹华斯将大海当作道德感化的力量;伯朗宁一反诗人们的常态,以自己的方式热爱着大海;在马休·阿诺德心中,大海是命运之声,传达的是失意和绝望;雨果与大海交流就像跟谦卑的朋友说话一样,发出的高谈阔论是前所未有的。那些抒情诗人们也都无不如此……但唯独在朗费罗心中,大海呈现给他的是康特·阿诺德斯眼中那威武的战舰;听到的只有水手们豪放而美妙的歌声,这歌声让人…  相似文献   

Verbal inactivity in tutorial groups,under conditions of varying preparation and leadership     

Ernest Baxter 《Higher Education》1985,14(6):723-740

The effects of variations in preparation and leadership on verbal inactivity in tutorial groups were investigated in a field-experimental setting. A factorial, randomized, longitudinal design was employed, with controls imposed over many of the identifiable extraneous effects. Four groups (n = 15) discussed problematic case study material under conditions of varying preparation (prepared vs. unprepared) and leadership (emergent vs. assigned leadership), for eight consecutive weekly sessions of one hour's duration. The principal hypotheses were tested by Chisquare analysis, and a cautious approach was adopted to the interpretation of statistically significant results, in that preparation or leadership effects were only taken as being of any theoretical or practical significance if they reached significance in at least three of the eight discussion sessions. Both preparation and leadership influenced verbal inactivity in groups. The obtained leadership effects were explained in terms of interaction-expectation theory, and behaviour modelling.  相似文献