The Role of the Researcher as an Adviser to the Educational Policy Maker     

Jerome Bruner 《牛津教育评论》2013,39(3):183-188

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Speech correction facilities in colleges and universities of Indiana     

E. K. Jerome  M. D. Steer 《Quarterly Journal of Speech》2013,99(4):609-612

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Students’ perspectives on schooling     

Lee Jerome 《British Educational Research Journal》2011,37(6):1057-1059

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Situational interest and academic achievement in the active-learning classroom     

Jerome I. Rotgans  Henk G. Schmidt 《Learning and Instruction》2011,21(1):58-67

The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed.  相似文献   

Analyzing language demands facing english learners on science performance assessments: The sald framework     

Jerome M. Shaw  George C. Bunch  Edward R. Geaney 《科学教学研究杂志》2010,47(8):909-928

This article report on the development and use of an analytical framework intended to map the language demands encountered by English learners as they engage in science performance assessments. Grounded in functional and interactional views of language and language use, the authors—two science education researchers and a language scholar—developed the framework via an inductive, iterative, and systematic review of written assessment materials associated with three fifth grade science performance tasks. The resulting Science Assessment Language Demands (SALD) framework is organized around three dimensions: participant structures, communicative modes, and written texts and genres that students are called upon to read and produce. The authors used textual analysis to conduct an expert review of the written documents associated with the three assessment tasks. The results indicate that the framework can be used to document a wide range of functional and interactional language demands involved in science performance assessments. The demands revealed by the SALD framework highlight both potential challenges facing English learners during science performance assessments as well as opportunities afforded by such assessments for demonstrating their knowledge and skills and further developing language proficiency. A major implication of the study is the potential use of the framework to evaluate the language demands and opportunities of science assessments used in classrooms with English learners. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 909–928, 2010  相似文献   

Information presentation,information processing,and the sign vehicle     

Jerome K. Conway 《Educational technology research and development : ETR & D》1968,16(4):403-414

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Comment on “sex differences in problem-solving ability”     

Jerome L. Ciesla 《科学教学研究杂志》1976,13(6):573-574

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Multiple-sensory modality communication and the problem of sign types     

Jerome Kenneth Conway 《Educational technology research and development : ETR & D》1967,15(4):371-383

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Information needs of clinical teams: analysis of questions received by the Clinical Informatics Consult Service     

Jerome RN  Giuse NB  Gish KW  Sathe NA  Dietrich MS 《Bulletin of the Medical Library Association》2001,89(2):177-184

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Can High School Achievement Tests Serve to Select College Students?     

Adriana D. Cimetta  Jerome V. D'Agostino  Joel R. Levin 《Educational Measurement》2010,29(2):3-12

Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed.  相似文献