ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00477.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

AbstractIn this paper we consider the problem of training teachers to select suitable educational programs to use in their classroom. We argue that selecting good programs is difficult, requiring both skill and experience, and that training teachers to do this has been largely neglected, both by the available literature and by in‐service training courses. We describe an Open University course (Open University Press, 1984) which addresses this issue and report on a formative evaluation of an activity within the course in which teachers examined three commercially available educational software packages.We conclude by emphasizing the importance of a sound framework in which teachers can develop selection skills so that they can go beyond the superficial technical features of the programs to consider whether the underlying pedagogy is sound and suited to their need

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00478.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

AbstractProblems of grade unreliability are common to all institutions, but standardization is vital when the scores of several hundred students, involving many markers, count for credit. This article describes the context of continuous assessment at the Open University and an experiment which involves all the markers on one course comparing their grades with each other and with those of the course team.

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00479.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00480.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00481.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

AbstractThe absence of a previous large‐scale investigation into educational television and the curriculum for young children necessitated establishing appropriate research procedures. This paper describes the salient features of the pilot study phase. A descriptive methodology based on questionnaire replies and classroom observations was resolved, but the work highlighted the desirability for constant contact with the participating teachers and the need for in‐service education. The alignment of in‐service education with research is examined and accepted providing the in‐service elements are taken into account and not allowed to bias the research f

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00482.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

AbstractResearch by Pask has suggested that matching and mismatching teaching strategies with learners’preferred learning strategies may have considerable effects of learning. The study reported here sought to explore the extent to which a group of experienced and successful learners, such as postgraduate students, might be expected to be versatile learners, in the sense of being able to learn equally well from holist and serialist learning materials. Eighty‐three postgraduate students completed two questionnaires designed to assess learning styles. Twenty‐six students also took two tests designed to assess their competence in learning from materials designed to suit holist and serialist learning strategies. Only two out of 26 students scored equally well on the tests of holist and serialist competence. The study also examines the extent to which holist and serialist competence may be predicted by relatively‘quick and easy’questionnaire instruments. In 19 out of 23 cases such competence could be predicted from responses to a number of items from one of the questionnaires. Implications for further research are

ISSN:0007-1013    

DOI:10.1111/j.1467-8535.1985.tb00483.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY