Using narrative fiction as a means of assessing and learning in a history of social welfare module     

Jonathan Parker  Harry Farmer 《Journal of Further & Higher Education》2018,42(3):289-300

This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module. Students were expected, in their narratives, to identify and make explicit reference to legislation, social policy information and sociological/anthropological concepts pertinent to the period and chosen character. Most students played an active part in the construction of the narratives and were encouraged to consider aspects of meta-learning, including how they can work with others and cooperate as a member of a team. As a result of the success of this form of assessment, the project has been developed into the core mode of assessment for this module in future years of delivery.  相似文献   

The Relationship of Socio‐cognitive Oversimplification and the Social Behaviour of Adolescents     

Harry Dettenborn  Klaus Boehnke 《教育心理学》1994,14(4):385-402

When processing information about their world, people systematically reduce objective complexity. This is true not only of cognitive problem‐solving, but also other everyday situations, for example where decisions are required in situations relevant to morality. The developmental psychological perspective suggests that the adequate handling of situations like these requires, on the one hand, an age‐related, increasing differentiation in social cognition and, on the other hand, an ever more effective structuring and integration of information. However, the operation of the latter developmental process might carry the risk that complexity reduction (in the sense of oversimplification) substitutes for adequate psychosocial development. Undue emphasis on complexity reduction may suggest situation‐specific action alternatives, which though inappropriate, are ‘easier to handle’. In an empirical study using 176 pupils from Polytechnic High Schools in (East) Berlin, we test the hypothesis that a tendency towards oversimplification in (fictitious) situations of moral relevance is systematically related to deviant behaviour at school. Results show that students exhibiting deviant behaviour do indeed have a stronger tendency to oversimplify social cognition. It can also be shown that the frequency of complex social cognitions generally increases with age. This trend, however, is found for non‐deviant students only. For deviant students a decrease in complex social cognitions with increasing age was found. Furthermore, it can be shown that these results are not confounded with the effects of gender or academic grade.  相似文献   

EIRC clearinghouse     

Harry N. Drier 《TechTrends》2000,44(1):44-45

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Urban education in the 1970's     

A. Harry Passow 《Interchange》1970,1(4):28-43

Having, in the past decade, spent billions of dollars on compensatory education, initiated thousands of projects, completed hundreds of studies, entered numerous judicial decisions and rulings, experienced dozens of riots and disorders, and generated whole new agencies and educational institutions, the nation's urban schools continue to operate in a vortex of segregation, alienation, and declining achievement. Various strategies and programs have been proposed for achieving equality of educational opportunity. The crisis in urban education has stimulated total rethinking about the educative process-the goals, the means, the resources, the strategies, the relationships-for all individuals, the advantaged and the disadvantaged, the majority and the minority. No panaceas exist but comprehensive planning based on the reservoir of experience, research, and theory can provide for effective learning in which the entire community becomes the site for education of urban populations.

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Résumé Dans la décennie passée, ayant dépensé des milliards de dollars pour l'éducation compensatoire, inauguré des milliers de projets, terminé des centaines d'études, participé à de nombreuses décisions juridiques, subi des douzaines d'émeutes et de désordres, et engendré des établissements entièrement nouveaux et des institutions pédagogiques, les écoles urbaines du pays continuent à fonctionner dans un tourbillon de ségrégation, d'aliénation, et de déclin dans les résultats. Des stratégies et des programmes variés ont été proposés pour atteindre l'égalité dans l'éducation. La crise de l'éducation urbaine nécessite qu'on repense totalement nos idées du processus éducatif-les buts, les moyens, les ressources, les stratégies, les relations-pour tous les individus, avantagés et désavantagés, la majorité et la minorité. Il n'existe pas de panacées mais une planification intelligente, basée sur l'expérience, la recherche, et la théorie, pourra mener à une meilleure compréhension dans laquelle la communauté entière devient le site pour l'éducation de populations urbaines.

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A longer version of this paper will appear inUrban Education in the 1970's, a collection of ten lectures to be published by Teachers College Press in January 1971.  相似文献   

The documentation of distance education: a personal view     

Keith Harry 《Distance Education》1983,4(2):136-141

Following a brief account of the work of the Open University International Documentation Centre on Distance Learning, different forms of documentation in distance education: books, materials produced in connection with distance teaching programmes, journals and journal articles, and report literature, are identified and described. The central focus of the article is a critique of the treatment of the literature of distance education by two ERIC international bibliographical services. Proposals are made to survey existing bibliographical provision worldwide.  相似文献   

On the analysis of discontinuous systems     

Harry Herman 《Journal of The Franklin Institute》1973,295(2):147-163

An effective procedure, employing an operational approach, is demonstrated for the analysis of constant parameter continuous systems with multiple lumped parameter attachments and concentrated forces. Convenience of the method and of the form in which the results are obtained are evaluated in comparison with other applicable methods. Systems with piecewise constant parameters are also investigated. The desirability of obtaining a complete closed-form steady-state solution and various methods of obtaining it are examined. Finally, an example is treated which illustrates the application of the operational method to system with jump discontinuities in deflection and slope.  相似文献   

Investigating Teacher Assessment in Infant Classrooms: methodological problems and emerging issues     

Harry Torrance  John Pryor 《Assessment in Education: Principles, Policy & Practice》1995,2(3):305-320

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CAD-VR geometry and meta data synchronization for design review applications   总被引：1，自引：0，他引：1  

SCHILLING Arne KIM Seokryul WEISSMANN Daniel TANG Ziying CHOI Sangsu 《浙江大学学报(A卷英文版)》2006,7(9):1482-1491

INTRODUCTION The first phases of the product life cycle are almost completely digitalized nowadays. Single parts or complete product models are modeled with 3D CAD solutions. Assembling single parts to digital mockups (DMUs) is important for checking the de- pendencies between the parts and detecting conflicts. Due to their complexity, such data is managed in specialized Product Data Management (PDM) sys- tems. They gained an increasing importance in many industries during the last d…  相似文献   

Interdisciplinary primary school curriculum units for sustainable development     

Eli  Munkebye  Eldri Scheie  Anja Gabrielsen  Arne Jordet  Stig Misund 《Environmental Education Research》2020,26(6):795-811

Abstract

Education for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13?years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach.  相似文献   

Aging,personality, and teaching effectiveness in academic psychologists   总被引：1，自引：0，他引：1  

Robert D. Renaud  Harry G. Murray 《Research in higher education》1996,37(3):223-240

Previous research suggests that university teaching effectiveness varies with the age and personality traits of the instructor. The present study examined the extent to which personality traits associated with teaching effectiveness change concomitantly with age, and thus mediate the relationship between age and teaching. Using a cross-sectional design, peer ratings of 29 personality traits and archival student evaluations of teaching were obtained for 33 full-time psychology professors varying in age from 33 to 64. Teaching effectiveness was found to be inversely related to age and to correlate significantly with several personality traits. Consistent with the mediation hypothesis, personality traits were identified that correlated positively with teaching and declined significantly with age (e.g., approval-seeking); or correlated negatively with teaching and increased with age (e.g., independent).This paper is based on a senior honors thesis completed by the first author and supervised by the second author in the Department of Psychology, University of Western Ontario.  相似文献