Book reviews     

Bonnie Cook Freeman  Seymour Martin Lipset  Patti McGill Peterson  E. D. Duryea  Arthur Liebman  Philip G. Altbach 《Higher Education》1976,5(2):225-236

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Sir Gawain's Pentangle: interdisciplinarity in English and Mathematics     

Christine Richards  Rachel Gibbons 《Changing English: An International Journal of English Teaching》1998,5(2):135-146

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Government research for industry: recent British developments     

Philip Gummett  Michael Gibbons 《Research Policy》1978,7(3):268-290

From late 1972 the Department of Trade and Industry (and its successor, the Department of Industry) began to operate new machinery for formulating policy towards R & D outside the nuclear and aerospace fields. Under the new machinery, the research establishments of the Department no longer arrive at their programmes through a series of advisory committees, with final endorsement by the Department's Chief Scientist, but rather have requirements placed with them by one or more executive Requirements Boards, comprising industrialists, academics and officials.This paper reviews the developments, beginning in the former Ministry of Technology, which led up to this new machinery, and then examines aspects of its operations from the viewpoints of the Departmental headquarters and of the research establishments involved. Attention is paid to the strategies and composition of the Boards, and to the requirement that the research establishments earn part of their income from industry.  相似文献   

Secondary education: The gathering reform     

Maurice Gibbons 《Interchange》1975,6(3):47-54

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What and how do designers design?     

Andrew S. Gibbons 《TechTrends》2003,47(5):22-25

Conclusion The design-layering concept has many implications. In this paper I have explored one of them that explains the maturation in designer thinking over time. In order to move to a new perspective of design it is not necessary to leave older views behind. The new principles added as the designer becomes knowledgeable about each new layer adds to the designer’s range and to the sophistication of the designs that are possible. Further consideration of the layering concept will expand our ability to communicate designs in richer detail, achieve more sophisticated designs, and add to our understanding of the design process itself.  相似文献   

Adding an expert to the team: The expert flight plan critic*     

Andrew Gibbons  Randy Waki  Peter Fairweather 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):324-335

This paper reports the development of a practical tool that provides expert feedback to students following an extended simulation exercise in cross‐country flight planning. In contrast to development for laboratory settings, the development of an expert instructional product for everyday use posed some interesting challenges, including dealing with a larger content scope, less ideal and controllable content structure, greater emphasis on the completeness and continuity of the student experience, and more stringent limits on time and money. Moreover, the transition from laboratory to real world caused the developers to think more critically of the principles of instruction embodied in the product and to place less emphasis on computer tool and technique questions. The product, which will be used in the context of routine ab initio pilot training, is described in terms of how these problems were solved and what lessons were learned that can be applied to the development of future instructional systems involving expertise.  相似文献   

How L.A.T.E. it was, how L.A.T.E.   总被引：1，自引：0，他引：1  

Simon Gibbons 《English in Education》2008,42(2):118-130

The London Association for the Teaching of English is a subject group that was founded in 1947 to ‘provide a live forum for the exchange of ideas, and to undertake the practical study of problems connected with the teaching of English’. The early history of this Association, its influence on the development of English pedagogy and practice is the subject of my current PhD research. Within this work are key questions about the nature of subject English, the curriculum, and the ways in which members of a subject community work together to effect change. This article gives some background to the research project, and begins to point towards some potentially important questions about the subject and ways of working together. After two decades of top down, centralised government initiatives around English pedagogy, curriculum and assessment, and teachers’ professional development, these questions are worth addressing.  相似文献   

Ascertaining teachers’ perceptions of working with adolescents diagnosed with attention‐deficit/hyperactivity disorder     

Craig Rush  Patti Harrison 《Educational Psychology in Practice》2008,24(3):207-223

There are few studies that have directly examined teachers’ perceptions of children with ADHD, particularly children in the adolescent age range. The purpose of this study was to examine the perceptions of general‐education ninth through twelfth grade teachers regarding working with adolescent students with ADHD. Sorted responses from a sample of 100 general‐education high school teachers were analysed and then represented visually using a concept‐mapping technique. The final concept map suggests that teachers perceive adolescents with ADHD along two dichotomies of thematic clusters on an orthogonal axis. Clusters at the top area of the concept map suggest perceptions related to high confidence and willingness, while clusters at the bottom suggest perceptions related to uneasiness and frustration. Clusters along the left side of the concept map suggest perceptions related to behaviour issues, while clusters along the right side suggest perceptions related to classroom teaching issues. Central to the vertical and horizontal dichotomies is a solitary central dimension, which highlights training as an important component of teachers’ perceptions of adolescents with ADHD.  相似文献   

Young children's recall and reconstruction of audio and audiovisual narratives   总被引：4，自引：0，他引：4  

J Gibbons  D R Anderson  R Smith  D E Field  C Fischer 《Child development》1986,57(4):1014-1023

It has been claimed that the visual component of audiovisual media dominates young children's cognitive processing. This experiment examines the effects of input modality while controlling the complexity of the visual and auditory content and while varying the comprehension task (recall vs. reconstruction). 4- and 7-year-olds were presented brief stories through either audio or audiovisual media. The audio version consisted of narrated character actions and character utterances. The narrated actions were matched to the utterances on the basis of length and propositional complexity. The audiovisual version depicted the actions visually by means of stop animation instead of by auditory narrative statements. The character utterances were the same in both versions. Audiovisual input produced superior performance on explicit information in the 4-year-olds and produced more inferences at both ages. Because performance on utterances was superior in the audiovisual condition as compared to the audio condition, there was no evidence that visual input inhibits processing of auditory information. Actions were more likely to be produced by the younger children than utterances, regardless of input medium, indicating that prior findings of visual dominance may have been due to the salience of narrative action. Reconstruction, as compared to recall, produced superior depiction of actions at both ages as well as more constrained relevant inferences and narrative conventions.  相似文献   

Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students     

Qing Li  Lynn Moorman  Patti Dyjur 《Educational technology research and development : ETR & D》2010,58(6):729-753

This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.  相似文献