Introduction to special section: ``Perspectives on comparative higher education"   总被引：1，自引：0，他引：1  

Gary Rhoades 《Higher Education》2001,41(4):345-352

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Text density level as a design variable in instructional displays     

Gary R. Morrison  Steven M. Ross  Jacqueline K. O’Dell 《Educational technology research and development : ETR & D》1988,36(2):103-115

Presenting narrative text in computer-based instruction (CBI) is more difficult than in print lessons due to limited screen resolution and display area. The present research aimed at achieving a more compatible match between lesson content and the attributes of the presentation media. Subjects received either a print or CBI statistics lesson containing low-density (concise) narrative text, high-density (conventional) text, or the density type they preferred (learner-control). Results showed the low-density lesson to reduce completion time relative to the high-density version, while yielding equivalent achievement. Subjects receiving the lesson in the print mode had shorter completion times and higher achievement than their CBI counterparts. Attitude results showed that CBI was favorably regarded, but perceived as longer and slow-moving than print. Implications of results for designing instructional material in accord with CBI attributes and learner characteristics are discussed.  相似文献   

Technology-enhanced Courses and a Mode III Organization of Instructional Work     

Rhoades  Gary 《Tertiary Education and Management》2007,13(1):1-17

Although information technology is increasingly used to deliver distance and conventional courses, there have been few studies of the effect of technology-enhanced education on the organization and purposes of academics’ instructional work. I explore this issue in undergraduate and masters level education through the vehicle of case analyses of technology-rich classes taught in a public research university in the United States. What the cases illustrate is an emergent pattern of what I am calling ‘Mode III’ instructional production, in which the production of a course involves a matrix of non-faculty support personnel, and may be oriented to commercial purposes reflective of an increasingly embedded academic capitalism in the new economy.

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Longitudinal factor structure of the WISC‐III among students with disabilities     

Marley W. Watkins  Gary L. Canivez 《Psychology in the schools》2001,38(4):291-298

If the factor structure of a test does not hold over time (i.e., is not invariant), then longitudinal comparisons of standing on the test are not meaningful. In the case of the Wechsler Intelligence Scale for Children‐Third Edition (WISC‐III), it is crucial that it exhibit longitudinal factorial invariance because it is widely used in high‐stakes special education eligibility decisions. Accordingly, the present study analyzed the longitudinal factor structure of the WISC‐III for both configural and metric invariance with a group of 177 students with disabilities tested, on average, 2.8 years apart. Equivalent factor loadings, factor variances, and factor covariances across the retest interval provided evidence of configural and metric invariance. It was concluded that the WISC‐III was measuring the same constructs with equal fidelity across time which allows unequivocal interpretation of score differences as reflecting changes in underlying latent constructs rather than variations in the measurement operation itself. © 2001 John Wiley & Sons, Inc.  相似文献   

Trends and issues in instructional design and technology     

Gary J. Anglin  Kathryn Ley 《Educational technology research and development : ETR & D》2002,50(4):67-71

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Educational expenditures and student engagement: When does money matter?     

Gary R. Pike  John C. Smart  George D. Kuh  John C. Hayek 《Research in higher education》2006,47(7):847-872

The few studies focusing on the relationships between higher education expenditures and student outcomes have produced contradictory results. This study hypothesized that the lack of consistent relationships is a function of the fact that the effects of expenditures on outcomes are mediated by student engagement. Furthermore, it is expected that the relationships between expenditures and outcomes are contingent on the characteristics of the students and institutions being studied. The present research examined the relationships between higher education expenditures and students’ engagement in educationally purposeful activities, after controlling for a variety of student and institutional characteristics. Using data from a nationally representative sample of colleges and universities, the findings indicated that the relationships between expenditures and student engagement are very complex. Relationships differed by institutional control, students’ year in school, and the type of engagement measure included in the analysis.  相似文献   

Using structural equation models with latent variables to study student growth and development     

Gary R. Pike 《Research in higher education》1991,32(5):499-524

Calls for accountability, coupled with a desire to improve teaching and learning, have prompted many colleges and universities to consider ways of assessing the effects of postsecondary education on student growth and development. Despite widespread support for the concept of assessing student change, relatively few institutions have implemented this type of assessment, in part because of a concern about the best method of measuring change. This article describes the use of structural equation models with latent variables to assess the effects of education on change. Advantages of using structural equation models with latent variables include error-free measurement of change, direct tests of the assumptions underlying change research, along with the power and flexibility of maximum likelihood estimation. An analysis of data on freshman-to-senior gains provides evidence of the advantages of latent variable structural equation modeling and also suggests that the group differences identified by traditional analysis of variance and covariance techniques may be an artifact of measurement error.  相似文献   

Trends in copyright     

Gary H. Becker 《TechTrends》1993,38(4):12-13

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Communicability of the emotional connotation of type     

Gary R. Morrison 《Educational technology research and development : ETR & D》1986,34(4):235-244

The communicabllity of the emotional connotation of type was investigated in this study. Typographers, student instructional technologists, and naive readers rated 30 typefaces using a semantic differential scale. The results indicated that different typefaces arouse similar results in different subject groups, and that different subject groups agree on the emotional connotations of typefaces. The agreement of these results with previous studies suggests the use of typeface connotation as a variable in typeface selection.  相似文献   

Developing deep group reflection within a Critical Reflection Action Learning set     

Gary Shepherd 《Action Learning: Research and Practice》2016,13(3):252-262

This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty.  相似文献