Competencies evaluation in engineering programmes     

Mario F. Letelier  José A. Herrera  Andrea M. Canales  Rosario Carrasco  Lorena L. López 《European Journal of Engineering Education》2003,28(3):275-286

Results are reported in this paper from a study aimed at evaluating significant competencies in final-year students of some engineering programmes in Chile. The study was carried out by a group of eight universities that were interested in exploring ways to assess learning outcomes such as those demanded by the recent Chilean accreditation system. The authors actively participated in all stages of the study, contributing directly to the design, application and results evaluation of some tests. A sample of 150 students was tested, under conditions that guaranteed the comparability of results. In this paper the authors present results relating to the evaluation of effective communication. The study was backed up by a conceptual model and some hypotheses that are explained and discussed in this work.  相似文献   

For sale: the state of Alabama (A commentary on litigation and the institutionalized retarded)     

Burton TA  Burton SF  Hirshoren A 《The Journal of special education》1977,11(1):59-64

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Utilisation of ‘IEPA’ graduates in sectors of the Ghanaian economy: insights from a nation-wide tracer study     

Hope Pius Nudzor  Wisdom Korku Agbevanu  Gloria Nyame  Alfred Kweku Ampah-Mensah 《Journal of Education & Work》2019,32(1):85-102

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Mann,L. (1979). On the trail of process: A historical perspective on cognitive processes and their training. New York: Grune & Stratton, 574 pp., $29.50     

Corrine McGuigan  Alfred Hirshoren 《Psychology in the schools》1985,22(1):106-107

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Behavior problems in blind children and youth: A prevalence study     

Alfred Hirshoren  Carl J. Schnittjer 《Psychology in the schools》1983,20(2):197-201

The Behavior Problem Checklist (Quay & Peterson, 1979) was completed by classroom teachers for 104 children and youth (64 boys and 40 girls) at a state residential school for the blind to determine the prevalence of problem behavior. Results were compared to earlier studies of behavior problems of nonhandicapped children and of two groups of hearing-impaired children, one living at home and attending a community program and a second group attending a state residential school. Results were more similar to those obtained with the hearing-impaired children in the residential setting than to either the nonhandicapped or the hearing-impaired living at home. Comparisons by sex failed to find statistically significant differences.  相似文献   

The focus of responsibility for education of the severely and profoundly retarded     

Thomas A. Burton  Alfred Hirshoren 《Psychology in the schools》1978,15(1):52-56

The current concern for the extension of a free public education to the severely and profoundly retarded has precipitated a general assumption among many persons that the public schools will play a major role in providing educational services for this population. In view of the past failures of programs for the mildly (EMR) and moderately (TMR) retarded in the public schools, the authors advocate a new concept in delivery systems and teacher training that more appropriately reflects the needs of the severely and profoundly retarded.  相似文献   

Introductory courses in research     

Alfred Yates 《Prospects》1970,1(1):25-29

The purpose of this article is to describe the ways in which intending teachers in the United Kingdom are acquainted with the principles and methods of educational research. Two points must be emphasized at the outset. The first is that the discussion is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review that can undertaken in advanced courses of in-service training is not considered. The second point to be noted is that the institutions-colleges of education and university departments of education-that are responsible for initial training in the United Kingdom are free to fashion their own curricula and methods of instruction. The absence of any central control or direction in these respects leads to a wide variety of practices and, indeed, the content of the initial training programmes in a particular college is determined, to a considerable extent, by the experience, qualifications and predilections of the members of its staff. The account that follows refers to the procedures adopted by some of the best qualified and most farsighted of those responsible for the training of teachers. Alfred Yates, formerly Senior Research Officer at the National Foundation for Educational Research, is at present Senior Tutor in the Departmen of Educational Studies at Oxford University. His educational writings includeAdmission to Grammar Schools, Grouping in Education, An Introduction to Educational Measurement (with D. A. Pidgeon), andThe Role of Research in Educational Change  相似文献   

Introduction     

Alfred Yates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(4):387-389

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Utah ozokerite     

Alfred N. Seal 《Journal of The Franklin Institute》1890,130(5):402-406

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Description of a plan for curving railroad bars     

Alfred C. Jones 《Journal of The Franklin Institute》1841,31(1):23-25

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