Evangelism,egalitarianism, and educational reform     

David Riesman  Gerald Grant 《Minerva》1973,11(3):296-317

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Considerations on the American academic system     

Talcott Parsons  Gerald M. Platt 《Minerva》1968,6(4):497-523

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The course effect is small: A reply to Romney     

Gerald M. Gillmore 《Research in higher education》1980,12(4):369-372

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Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?     

Steven A. Yourstone  Howard S. Kraye  Gerald Albaum 《Decision Sciences Journal of Innovative Education》2008,6(1):75-88

A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores.  相似文献   

Learners and learning contexts: international perspectives on new alignments for the digital age     

Voogt  Joke  Knezek  Gerald 《Educational technology research and development : ETR & D》2021,69(4):2083-2089

Educational technology research and development - Twelve papers representing 59 authors from 16 different nations are included in this special issue addressing the theme of ‘Learners and...  相似文献   

Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes   总被引：3，自引：0，他引：3  

Lia M. Daniels  Tara L. Haynes  Robert H. Stupnisky  Raymond P. Perry  Nancy E. Newall  Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels.  相似文献   

Peers'' Perceptions of the Consequences That Victimized Children Provide Aggressors   总被引：7，自引：0，他引：7  

David C. Perry  Jean C. Williard  Louise C. Perry 《Child development》1990,61(5):1310-1325

Fourth- through seventh-grade children (mean age 11.5 years) estimated the likelihood that various consequences would occur following hypothetical acts of aggression toward victimized and nonvictimized classmates. Children also indicated how much they would care if the consequences were to occur. When contemplating aggression toward victimized classmates, children were more likely to expect tangible rewards, more likely to expect signs of victim suffering, and less likely to expect retaliation than when considering aggression against nonvictimized classmates. Also, when considering aggression toward victimized classmates, children cared more about securing tangible rewards but were less disturbed by the thought of hurting their victims or by the thought of their victims retaliating than when imagining aggression toward nonvictimized classmates. The foregoing pattern was stronger for boys than for girls. Implications for theories of aggression and for intervention with aggressive and victimized children are discussed.  相似文献   

Intelligence, Destiny and Education: the Ideological Roots of Intelligence Testing by John White     

Gerald  Grace 《British Journal of Educational Studies》2006,54(4):483-484

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Is the Poor Performance of Self‐Worth Protective Students Linked with Social Comparison Goals?     

Ted Thompson  Zoe Perry 《教育心理学》2005,25(5):471-490

Students motivated to protect self‐worth perform poorly in situations that threaten to reveal low ability while performing well in situations that involve little threat to self‐worth. One factor contributing to their poor performance is thought to be their orientation towards social comparison goals (goals that have to do with vindicating their ability relative to others rather than pursuing mastery). In the present study, 96 undergraduate students who were either high or low in self‐worth protection were exposed to either success or failure feedback and subsequently primed to pursue either social comparison or mastery goals. For students high in self‐worth protection, the negative effects of either failure or social comparison goal priming is sufficient to give rise to poor performance. However, only when success is combined with mastery goal priming is a positive achievement outcome evident. The requirements of best practice approaches to encouraging students to adopt mastery‐orientated behaviours are discussed.  相似文献   

The Civil Rights Commission Must Persist     

Gerald A. Reynolds 《Academic Questions》2007,20(3):239-241

Columnist George Will and others have questioned the continuing need for a federal civil rights commission, because civil rights protections have been on the books since 1964. The chairman of the Commission, Gerald Reynolds, here responds that practitioners of critical legal theory, advocates of the Akaka-Secession bill, some proponents of diversity, and others like them may make the continued existence of his commission a necessity.  相似文献