Dream, Myth and Reality: New Universities in England, 1960–1990     

Harold Perkin 《Higher Education Quarterly》1991,45(4):294-310

The New Universities of the 1960s began as a dream and degenerated into a myth before waking up to reality. The dream was to reform English higher education by example: to recover advanced general education, restore small-group teaching, renew interest in research, introduce cross-disciplinary subjects, and rebuild community in green-field, residential sites. Early euphoria turned to disillusionment, born of unrealistic expectations and student unrest. Finally, they achieved solid institutional success but failed to transform national higher education.  相似文献   

Two methods of presentation of “meet the press”; compared     

Harold E. Nelson 《广播与电子媒介杂志》2013,57(3):274-277

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Recent developments in Modern Language teaching     

Harold N. Baynes 《Cambridge Journal of Education》1971,1(1):41-47

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Mainstreaming the Hearing Impaired Student‐‐An Area of Preparation Responsibility for Teacher Training Programs: A Pilot Study     

Harold A. Johnson  Penny L. Griffith 《International Journal of Disability, Development & Education》1985,32(3):185-190

Interviewing, as an information‐gathering tool for prospective teachers of the deaf, was used to document the perspectives which deaf children, their parents, teachers and administrators bring to the mainstreaming process. Data revealed the different, and sometimes competing priorities of mainstreaming participants; these priorities are discussed in terms of their impact upon the success or failure of the mainstreaming process and the preparation responsibilities of teacher training programs.  相似文献   

The Moon after Apollo     

Harold Masursky 《Endeavour》1982,6(2):48-58

Material collected by unmanned landings and from the manned landings of the Apollo programme, together with observations from a large number of orbiting satellites, have been subjected to detailed examination over the past twenty years. This article reviews the picture of the Moon's structure, composition, and geological history that has emerged as a result.  相似文献   

Human Performance Technology: Research and Theory to Practice     

Harold D. Stolovitch 《Performance Improvement》2015,54(3):37-46

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Use of Case Study Method To Increase Near and Far Transfer of Learning     

Harold D. Stolovitch  Achi Yapi 《Performance Improvement Quarterly》1997,10(2):64-82

The purpose of vocational, technical and professional education is to produce practitioners who perform competently on the job. However, many programs, particularly those of third world countries with strong colonial legacies, employ instructional strategies that do not result in high degrees of transfer. This article presents a field-based experimental study conducted in Ivory Coast with 162 secondary school accounting clerk subjects. The study, which lasted ten weeks, employed three case study method (CSM) treatment groups and a control (lecture and textbook) group. The control group performed significantly better on a theory post-test than all treatment groups. All CSM treatment groups significantly outperformed the control groups on a transfer post-test designed as an internship simulation laboratory. The behaviorist-based CSM treatment group performed significantly better on the near transfer post-test compared to the cognitivist-based CSM treatment group. The cognitivist-based CSM treatment group performed significantly better than the behaviorist-based CSM group on the far transfer post-test. Both groups performed significantly better on the transfer post-test than a third, mixed behaviorist-cognitivist CSM treatment group. This study suggests that low-cost, well designed and targeted cases can lead to high degrees of specific types of transfer compared with lecture-textbook methods.  相似文献   

A management program for elective mutism     

Robert T. Nash  Harold W. Thorpe  Marlene Merrill Andrews  Kristi Davis 《Psychology in the schools》1979,16(2):246-253

Behavior modification procedures are described for establishing compliant behavior in elective mutes. The results are discussed for three children to whom the procedure was applied. The length of the training period was two weeks for the first child, twelve days for the second, and six weeks for the third. Two of the three subjects generalized responsive and spontaneous language from the experimental to everyday settings.  相似文献   

The editor introduces     

Harold D. Stolovitch 《Performance Improvement》1980,19(1):2-2

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CBE: CAI or CMI? CAI Update     

Carole Bagley  Harold F. Rahmlow 《Performance Improvement》1980,19(5):39-39

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