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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Social Stereotypes as Educational Controls During Adolescence     

Harold D. Fleming 《The Educational forum》2013,77(3):333-337

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Application of the Levenshtein Distance Metric for the Construction of Longitudinal Data Files     

Harold C. Doran  Paul B. Van Wamelen 《Educational Measurement》2010,29(2):13-23

The analysis of longitudinal data in education is becoming more prevalent given the nature of testing systems constructed for No Child Left Behind Act (NCLB). However, constructing the longitudinal data files remains a significant challenge. Students move into new schools, but in many cases the unique identifiers (ID) that should remain constant for each student change. As a result, different students frequently share the same ID, and merging records for an ID that is erroneously assigned to different students clearly becomes problematic. In small data sets, quality assurance of the merge can proceed through human reviews of the data to ensure all merged records are properly joined. However, in data sets with hundreds of thousands of cases, quality assurance via human review is impossible. While the record linkage literature has many applications in other disciplines, the educational measurement literature lacks details of formal protocols that can be used for quality assurance procedures for longitudinal data files. This article presents an empirical quality assurance procedure that may be used to verify the integrity of the merges performed for longitudinal analysis. We also discuss possible extensions that would permit merges to occur even when unique identifiers are not available.  相似文献   

Leading the e-Learning Transformation of Higher Education: Meeting the Challenges of Technology and Distance Education by Gary Miller,Meg Benke,Bruce Chaloux,Lawrence C. Ragan,Raymond Schroeder,Wayne Smutz,and Karen Swan     

Harold I. Mellieon Jr. 《The American journal of distance education》2013,27(3):215-216

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Educational ethology and experiments in vacuo: Some implications for research and education 1     

Harold S. Ladas 《教育心理学家》2013,48(2):215-219

Course memories and careful observation in the field are both important if researchers are to come to grips with the problems in the real world of the public schools. We should keep in mind that our goal is the production of causal statements which potentially make some educationally significant difference. Using “experiments in vacuo”; a la Galileo is one way for researchers to keep themselves oriented toward the production of causal statements. “Experiments in vacuo” are also a means to avoid overlooking obvious simplicities or appraising nonevents. The examples given in this article illustrate the operation of causal events operating in chains and in parallel and some pitfalls of not examining, at least hypothetically, such causal chains or of distinguishing between causal events operating in series or in parallel. Avoiding such pitfalls is one way to prevent the pessimistic view that research tells us nothing and education makes no difference.  相似文献