IQ and achievement: 1930s to 1980s     

John H. Rosenbach  Reuben R. Rusch 《Psychology in the schools》1991,28(4):304-309

One hundred thirty-eight fifth-grade students from three upstate New York school districts were administered a 1930s version of the Pintner General Ability Tests: Verbal Series. Scores from this test were compared and correlated with scores from current IQ and achievement tests. The Pintner means were similar to those of the current IQ tests; the correlations of the Pintner with the other tests were of the same order as those typically reported among contemporary measures; and item difficulty, as indicated by rank order, appeared similar for the current sample and the 1930s norm groups. The findings are discussed with reference to research that has shown sharp increases in IQs of Americans since the 1930s and questions concerning changes in mental ability measures.  相似文献   

Analysis of helvite from Virginia     

Reuben Haines 《Journal of The Franklin Institute》1882,114(1):38-40

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Linking America's hospitals.     

M Hersh 《E-ITV》1987,19(11):30-32

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Social work: a non-existent profession in search of itself     

Reuben Bitensky 《Higher Education Quarterly》1978,33(1):65-73

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Locus of control and tutor's instructional style as determinants of cross-age tutoring effectiveness     

Frederic J. Medway  Reuben M. Baron 《Contemporary educational psychology》1977,2(3):298-310

Junior high students serving as cross-age tutors taught their elementary school tutee an analogy lesson in the presence of observers who recorded tutor teaching behaviors and tutee learning as a function of students' internal-external control. Based upon results demonstrating that externals outperform internals when another person provides feedback regarding response accuracy, it was hypothesized that tutorial instruction would benefit external learners more than internal learners. Correlations between tutee externality and task performance (though in the expected direction) were not significant and failed to support the hypothesis. On the other hand, hypotheses regarding tutor behaviors were confirmed. As predicted, internal tutors expected to be more successful teachers, used more verbal and nonverbal cues in their teaching, expended more noticeable effort, and taught more analogies than external tutors. The implications of these results for the conduct of tutoring programs in schools was discussed.  相似文献   

“A Little Turn Through the Country”: Presley's Bicycle Ride in Frank Norris's The Octopus     

Reuben J. Ellis 《Journal of American culture (Malden, Mass. : 2003)》1994,17(3):17-22

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Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity     

Michelle E. Jordan  Reuben R. McDaniel Jr. 《学习科学杂志》2013,22(4):490-536

This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning.  相似文献   

Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study     

Marion Hersh  Stella Mouroutsou 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3329-3344

The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries.  相似文献   

Learning environment and students’ classroom behavior differences between effective,average, and ineffective urban elementary schools for Hispanic students     

Waxman  Hersh C.  Padrón  Yolanda N.  Keese  Jeffrey 《Educational Research for Policy and Practice》2021,20(3):307-324

Educational Research for Policy and Practice - This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a)...  相似文献   

Tasks, topics and relevance judging for the TREC Genomics Track: five years of experience evaluating biomedical text information retrieval systems     

Phoebe M. Roberts  Aaron M. Cohen  William R. Hersh 《Information Retrieval》2009,12(1):81-97

With the help of a team of expert biologist judges, the TREC Genomics track has generated four large sets of “gold standard” test collections, comprised of over a hundred unique topics, two kinds of ad hoc retrieval tasks, and their corresponding relevance judgments. Over the years of the track, increasingly complex tasks necessitated the creation of judging tools and training guidelines to accommodate teams of part-time short-term workers from a variety of specialized biological scientific backgrounds, and to address consistency and reproducibility of the assessment process. Important lessons were learned about factors that influenced the utility of the test collections including topic design, annotations provided by judges, methods used for identifying and training judges, and providing a central moderator “meta-judge”.  相似文献