THE HUMAN‐TECHNOLOGICAL INTERFACE: AN ANALYSIS OF A SATELLITE TELECOMMUNICATION LEARNING ENVIRONMENT     

Valerie A. C. Collins  Peter J. Murphy 《Higher Education in Europe》1987,12(3):55-61

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Class Dismissed? Historical materialism and the politics of 'difference'   总被引：1，自引：0，他引：1  

Valerie Scatamburlo-D'Annibale  & Peter McLaren 《Educational Philosophy and Theory》2004,36(2):183-199

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Is politics the problem and markets the answer? An essay review of Politics, Markets, and America's Schools     

Anthony S. Bryk  Valerie E. Lee 《Economics of Education Review》1992,11(4)

Politics, Markets, and America's Schools is an ambitious book that draws eclectically on concepts from political science, the sociology of organizations and educational learning theory. Chubb and Moe employ an extensive array of data seeking to link the mechanisms that control school operations to student achievement. They conclude that a total restructuring of the governance system of American education — from democratic to market control — is necessary. Our review scrutinizes a set of critical decisions made by Chubb and Moe in defining their key concepts and in the analytical models employed in this research. We argue that many of these decisions are not justified on either theoretical or methodological grounds. Moreover, the cumulative effect of the decision tends to tilt the empirical evidence toward supporting the authors' a priori beliefs. As a result, we conclude that Politics, Markets, and America's Schools is best viewed as a policy argument, where extensive, but not always solid empirical evidence has been artfully employed to advance the authors' preconceived notions about American schooling.  相似文献   

A Method for Studying Differential Distractor Functioning     

Bert F. Green  Carolyn R. Crone  Valerie Greaud Folk 《Journal of Educational Measurement》1989,26(2):147-160

A method of analyzing test item responses is advocated to examine differential item functioning through distractor choices of those who answer an item incorrectly. The analysis, called Differential Distractor Functioning, uses log-linear models of a three-way contingency table to examine whether there is an interaction of population subgroup and option choice when ability is held constant. The analysis is explained and is exemplified in an analysis of the Verbal portion of a recent Scholastic Aptitude Test.  相似文献   

Attainment at 16+: the French Perspective     

Valerie Dundas‐Grant 《比较教育学》1975,11(1):13-22

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Foucault, narrative and the subjugated subject: Doing research with a grid of sensibility     

Valerie Harwood 《The Australian Educational Researcher》2001,28(3):141-166

This paper introduces the grid of sensibility, a strategy that engages Foucaultian analysis and narrative research to provide a theoretical basis for research on subjugated knowledge. This strategy was devised in response to the specific needs of a study that sought to consider the experiences of subjugated and disqualified young people who had been told they were mentally disordered. The grid of sensibility functioned as a communicative meta-tool that provided a flexible, responsive and connected way to access the ideas and considerations that informed the research process. The grid of sensibility is discussed with reference to this study. The paper outlines the grid of sensibility, how it was applied, and suggests its potential application in other studies seeking to consider the perspectives of subjugated disqualified knowledges.  相似文献   

The relationship among prior knowledge,accessing learning supports,learning outcomes,and game performance in educational games     

Yang  Xiaotong  Rahimi  Seyedahmad  Shute  Valerie  Kuba  Renata  Smith  Ginny  Alonso-Fernández  Cristina 《Educational technology research and development : ETR & D》2021,69(2):1055-1075

Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,...  相似文献   

‘Bunking off’: The impact of truancy on pupils and teachers     

Valerie Wilson  Heather Malcolm  Sheila Edward  Julia Davidson 《British Educational Research Journal》2008,34(1):1-17

There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by the Department for Education and Skills. It defines ‘truancy’, explores some issues from existing literature on pupil non‐attendance, and presents evidence to show the impact that absence from school has on truants, other pupils and teachers. Finally, it suggests that although the greatest impact is on the academic and socio‐psychological development of persistent absentees, the attitudes and learning of other pupils and the workload and morale of teachers are also affected.  相似文献   

Promoting gains in reading fluency: a comparison of three approaches     

Valerie Marciarille LeVasseur  Paul Macaruso  Donald Shankweiler 《Reading and writing》2008,21(3):205-230

On the ground that reading fluency entails appropriate phrasing or prosody as well as facile word recognition, we investigated the effectiveness of text-based and word-based repeated readings procedures for promoting fluency of reading aloud and comprehension in second-grade children. Repeated readings of text printed with spaces between phrases and ends of lines at clause boundaries (phrase-cued text), repeated readings of text printed with conventional layout (standard text), and repeated readings of lists of difficult words from text were compared. Computer-based, guided repeated reading training intervened between a pretest and post-test reading of text. Each training condition led to significant benefits on one or more of the experimental measures obtained from reading aloud. Repeated readings with text resulted in greater gains in fluency than repeated readings with word lists. Reading with natural prosody was most strongly facilitated by repeated readings of phrase-cued text, which provided visible support for sentence structure.

Valerie Marciarille LeVasseurEmail:

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The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents     

Chelsea Cameron  Peggy Van Meter  Valerie A. Long 《Journal of Experimental Education》2017,85(2):334-351

The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not receive question generation instruction. All participants read four primary-source documents and were asked to generate up to 10 questions based on those documents. Results indicate that students generated significantly fewer higher-order integration questions without instructional support. These results are replicated with an alternative document set to demonstrate that the effects found were not due to the specific historical topic.  相似文献