The development of a hypertext-based tutor for Geographical Information Systems     

Jonathan Raper  Nicholas Green 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):164-172

Experience gained in the construction of the world's first Geographical Information Systems tutor, ARCDEMO, emphasised the importance of accommodating different learning strategies. ARCDEMO, while highly successful, suffered from static graphical displays, a single pre-determined access path, and an overall design which restricted its scope in use. The Geographical Information System Tutor (GIST) was developed to address these problems using Apple's object-orientated HyperCard software. GIST incorporates a 'point-and-click' interface with graphical cues to initiate operations which include animated demonstrations, step-by-step illustrative graphics and graphical displays capable of user modification. The system was designed with two alternative access modes, serial or browsing , to allow different classes of user to work through the material in their preferred fashion. The use of GIST in undergraduate and short course teaching has shown how users respond well to the interface and find graphical explanations easy to follow.  相似文献   

Rhetorics of Meaning or Renovating the Subject of English Teaching?     

Bill Green 《Changing English: An International Journal of English Teaching》1997,4(1):7-30

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Beginning literacy: links among teacher knowledge, teacher practice, and student learning   总被引：2，自引：0，他引：2  

McCutchen D  Abbott RD  Green LB  Beretvas SN  Cox S  Potter NS  Quiroga T  Gray AL 《Journal of learning disabilities》2002,35(1):69-86

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.  相似文献   

Silver Foils: a reply     

Steve Baron  Dan Finn  Neil Grant  Michael Green  Richard Johnson 《British Journal of Sociology of Education》1982,3(2):189-197

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Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia     

Hikaru Komatsu  Jeremy Rappleye 《Compare》2017,47(4):616-623

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Managerial Modes of Accountability and Practical Knowledge: Reclaiming the practical     

Jane  Green 《Educational Philosophy and Theory》2004,36(5):549-562

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African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline     

Tonika Duren Green  Beverly Booker Ammah  Nola Butler-Byrd  Regina Brandon  Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research.  相似文献   

Editorial     

Jill Blackmore  Noel Gough  Bill Green 《The Australian Educational Researcher》1994,21(1):i-vi

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Managing improvement in the 16‐19 curriculum through student monitoring and target setting: a critical evaluation     

Jeremy Higham  Paul Sharp  David Machin  Michael Wilson 《Journal of educational administration and history》2002,34(1):36-50

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Correction     

J. Myron Atkin  Jeremy Kilpatrick  Julie A. Bianchini  Jenifer V. Helms  Nicole I. Holthuis 《Journal of Science Teacher Education》1991,2(3):66-66

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