An intellectual utility for science and technology: The national research and education network     

Stephen B. Gould 《Government Information Quarterly》1990,7(4)

This article will provide a brief overview of the primary computer network structures serving the U.S. academic research community. Plans for transforming the Internet into a National Research and Education Network are moving forward under the leadership of the National Science Foundation and the Federal Research Internet Coordinating Committee. The article outlines the scope of computational and information resources likely to be available to users through the national network, and highlights the role envisioned for the network in facilitating effective remote interaction by researchers with colleagues, scientific instruments, and data. When fully implemented, the national network can serve both as a powerful utility that extends the capabilities of scholars, scientists, and engineers, and as a testbed for an electronic information infrastructure available to every home, office and factory in the United States in the 21st century.  相似文献   

The Case for Antiracist Education     

Stephen May 《British Journal of Sociology of Education》1994,15(3):421-428

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A perspective on due process in teacher evaluation     

Julianne Coleman  Stephen T. Schroth  Lisa Molinaro  Mark Green 《Journal of Personnel Evaluation in Education》1988,2(1):53-57

A perspective on due process in teacher evaluation  相似文献   

What do the translators think they are up to?     

Stephen Prickett 《Higher Education Quarterly》1979,33(3):259-268

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Microcomputer infusion project: A model     

Stephen A. Rossberg  Gary G. Bitter 《TechTrends》1988,33(5):24-28

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SUSTAINING AND RESPONDING TO CHARGES OF BIAS IN CRITICAL THINKING     

Stephen P. Morris 《Educational theory》1995,45(2):199-211

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NCME Members' Suggestions for Recruiting New Measurement Professionals     

Stephen G. Sireci  Shameem Nyla Khaliq 《Educational Measurement》2002,21(3):19-24

During February and March 2001, a survey on ideas for recruiting new educational measurement professionals was posted on the website of the National Council on Measurement in Education  相似文献   

A framework for the analysis of teachers' demand and supply     

Anthony E. Boardman  Linda Darling-Hammond  Stephen P. Mullin 《Economics of Education Review》1982,2(2):127-155

This article develops a general framework for the analysis of education finance reforms. Most of the recent literature concentrates o on the demands and ignores the costs of educational services. Proposed reforms that account for different costs assume that the supply of all educational inputs are infinitely price elastic. The article presents a model for the supply of different types of teachers and an optimization model of the school district which maximizes a general welfare function subject to production function and budget constraints. Derived demand equations are obtained under the assumptions of (1) perfect competition, (2) monopsony, and (3) monopsony plus endogenous property tax rates. The equations are simplified and estimated using data from Pennsylvania school districts. A major policy implication for school finance reform is that present schemes for state equalization aid may be fundamentally flawed because they do not properly account for the effects of demand shifts (with upward sloping supply curves) on education input prices.  相似文献   

A MATRIX FOR QUALITY     

Dr. Kenneth D. Stephen 《Learning, Media and Technology》1975,1(3):2-6

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Teachers’ use of research evidence in practice: a pilot study of feedback to enhance learning     

Beng Huat See  Stephen Gorard  Nadia Siddiqui 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):56-72

Background: There is worldwide interest in improving the effectiveness of teachers and teaching. This paper considers two strands of that interest. It revisits the impact of using enhanced feedback from teachers to pupils as a way of improving attainment, and it looks at the feasibility of teachers using research evidence to create their own interventions. Current evidence on the causal impact of effective feedback on learning is unclear: many studies have mixed results, are small in scale, lack randomisation or are not conducted in real classroom conditions. Purpose: The aim of this paper is to describe the experience of schools as they engage with research evidence to support their own enquiry into the effectiveness of feedback in the classroom. Research design: This study took place over one academic year, involving nine treatment schools in one local authority. The study involved teachers themselves using research findings to create an intervention, which took, as its focus, enhanced feedback in the classroom. Test results from these schools were compared to the results in 5 participating comparator schools, to the 49 other schools in the borough and to all state-funded primary schools in England. Results: Although teachers showed that they could engage with research evidence, the study indicated that the process was complex in practice. In addition, the independent impact evaluation suggested that enhanced feedback in itself does not necessarily lead to improved pupil test performance. Discussion and conclusions: The paper considers some of the challenges faced by teachers as they attempted to use research evidence, and discusses implications for schools wishing to use research evidence in practice. The findings of the study suggest that it may be feasible for practitioners to use research evidence to inform their own practice. However, to do it well would require clearer guidance, professional development and modelling of any strategies suggested. These findings have implications for policy on teacher development, and for the research community to make research outputs more comprehensible and accessible to research users.  相似文献