Evaluating cognitive tempo in the digital age     

Robert Kenny 《Educational technology research and development : ETR & D》2009,57(1):45-60

In recent years, considerable attention has been paid to the alleged changes in the ways the so-called digital generation communicates and learns. Most of the commentary has been based on anecdotes, observations and opinions. The lack of empirical evidence in this matter suggests that it may be time to begin the process of gathering data to confirm these views. At the forefront is the issue of which learner characteristics have changed, if any, and, accordingly, which evaluation tools are best suited to evaluate them. One mechanism found to be valid and reliable is the matching Familiar Figures Test (MFFT). Developed over thirty years ago to measure cognitive tempo on an impulsive-reflective axis, this instrument was subsequently adapted into a twenty-question version. Cairns and Cammock, the researchers who modified the original into the MFFT-20, published the results of several reliability studies to demonstrate its overall effectiveness. This preliminary study is an attempt to begin the empirical verification process of using cognitive tempo as a relevant assessment tool. Two groups of K-12 students from different eras were investigated to determine if comparing cognitive tempos between subjects who took the original MFFT-20 to those who live in the current media-centric society provides any insights as to possible differences in the visual cognitive processing skills and preferences. The results of the comparative analysis, along with possible implications for teachers and instructional designers are discussed.  相似文献   

Speak to me— My computer is listening     

James J. Kenny 《TechTrends》1986,31(5-6):17-18

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Accessing mainstream: examining the struggle for parents of children who have learning difficulties     

Mairin  Kenny  Michael  Shevlin  Patricia Noonan  Walsh  Eileen  McNeela 《Journal of Research in Special Educational Needs》2005,5(1):11-19

In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right.  相似文献   

Realizing critical business information literacy: Opportunities,definitions, and best practices     

Ilana Stonebraker  Caitlan Maxwell  Kenny Garcia  Jessica Jerrit 《Journal of Business & Finance Librarianship》2017,22(2):135-148

What does it mean to be an ethical businessperson, and how does an ethical businessperson create, locate, organize, and evaluate business information? Critical business information literacy (CBIL) is the application of social justice to business information literacy. This article seeks to define, discuss, and realize CBIL by tracing the literatures of critical librarianship, critical management, and corporate social responsibility. To establish best practices, the authors drew upon applications of CBIL at four institutions of different size, geography, and scale. The intent is to provide spaces and foundations for further CBIL application and discussion.  相似文献   

Comparing the self-concept of students with and without learning disabilities   总被引：5，自引：0，他引：5  

Gans AM  Kenny MC  Ghany DL 《Journal of learning disabilities》2003,36(3):287-295

This study compared self-concept in 50 middle school children with learning disabilities (LD) and 70 of their peers without LD. The students, primarily Hispanic, completed the Piers-Harris Children's Self-Concept Scale, and each obtained a score in six subdomains. Differences were found between the groups on the Intellectual and School Status and Behavior subscales, with students without LD scoring higher on both scales. There was no difference between groups on global self-concept. The limitations of this study are identified, and directions for future research are provided.  相似文献   

The campus responsibility in corporate restructuring     

James T. Kenny 《Innovative Higher Education》1989,14(1):5-14

With changing domestic needs and intensifying foreign competition, American businesses are developing a leaner and more efficient look as they seek to streamline and improve their organizations and operations. Modern higher education can play a constructive and dynamic role in this process by offering corporations an expanded array of both traditional and nontraditional educational services. The development of new courses and instructional modes are helping to meet many of the informational needs of a restructuring private sector. At the same time forward-looking campuses are sharing and assisting in the adaptation of new technologies. A university committed to facilitating technology transfer, exploring innovative ways of disseminating research findings, and promoting information exchange at all levels, can give new meaning to the mission triad of instruction, research, and public service. At the same time such an institution can gain a new relevance in community and economic development. The following article looks at some new initiatives that are proving both effective and welcome as new modern corporate America seeks solutions to some of its most pressing problems.Dr. James T. Kenny is Vice Chancellor for Research and Development at Auburn University at Montgomery. He is the editor of a new Jossey-Bass volume titled ResearchAdministration and Technology Transfer and has been active in a number of cooperative university, business, and governmental programs. He currently chairs a committee of corporate and state leaders who, along with their university counterparts, are developing a research park and a university-based institute for advanced information systems.  相似文献   

Research models for the evaluation of interim programs     

Thomas R. Giddens  John W. Kenny 《Research in higher education》1975,3(4):393-400

Basic evaluation research of interim programs conducted to date has employed three of four conceptual models. In the present article, the authors (1) identify these four conceptual models, (2) briefly outline significant studies that have been conducted using three of them, and (3) explore the possible advantages of one model which has not been used or reported in the literature of higher education. It is hoped that some insight into the possible ways to evaluate interim programs was provided, that further thought about objective evaluation programs was initiated, and that creative ventures into areas not yet researched were stimulated.  相似文献   

Racial science in social context: John R. Baker on eugenics, race, and the public role of the scientist     

Kenny MG 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(3):394-419

In 1974 a British biologist, John Randal Baker (1900-1984), published a large and controversial book simply entitled Race that reiterated persistent eugenicist themes concerning the relation between race, intelligence, and progress. The history of Baker's book is a case study in the politics of scientific publishing, and his ideas influenced scholars associated with later works such as The Bell Curve. Baker, a student of Julian Huxley, was a longtime participant in the British eugenics movement and opponent of what he took to be a facile belief in human equality. In 1942, together with Michael Polanyi, he founded the Society for Freedom in Science to oppose those who advocated the central planning of scientific research. Baker's eugenics, political activities, and views on race express an elitist individualism, associated with the conservative wing of the eugenics movement, that this paper explores in the context of his career as a whole.  相似文献   

High School Students’ Accuracy in Estimating the Cost of College: A Proposed Methodological Approach and Differences Among Racial/Ethnic Groups and College Financial-Related Factors     

H. Kenny Nienhusser  Toko Oshio 《Research in higher education》2017,58(7):723-745

High school students’ accuracy in estimating the cost of college (AECC) was examined by utilizing a new methodological approach, the absolute-deviation-continuous construct. This study used the High School Longitudinal Study of 2009 (HSLS:09) data and examined 10,530 11th grade students in order to measure their AECC for 4-year public and private postsecondary institutions. The findings revealed that high school students tended to overestimate the cost of college, especially 4-year public in-state tuition. Second, this investigation explored AECC differences across racial/ethnic groups. Lastly, this research examined how AECC differed based on racial/ethnic and college financial-related factors (importance of cost on college enrollment, knowledge of and intent to complete FAFSA, and eligibility for financial aid). This examination is important because it is the first critical analysis of AECC and is timely given the data were collected immediately after the Great Recession.  相似文献   

Arts in education within Irish cultural policy: the “ins” and “outs”     

Ailbhe Kenny 《Cultural Trends》2017,26(3):254-258

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