Constructed response questions - in which students must use their own language in order to explain a phenomenon - create more meaningful opportunities for instructors to identify their students' learning obstacles...
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Collaborations between engineering faculty and skilled experts outside of engineering proper build strong undergraduate engineering curricula that clearly emphasize professional skills and ABET program outcomes (Crite...
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In the early 1990's several national reports called for reform in engineering education and suggested that the current preparation of engineering students fell short of the skills and competencies that would be re...
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In the early 1990's several national reports called for reform in engineering education and suggested that the current preparation of engineering students fell short of the skills and competencies that would be required of practising engineers. Many engineering colleges across the country sought to address these problems with curricular reforms that incorporated more hands-on design work into the engineering curricula. The task of assessing the effectiveness of these design-infused curricula presents a critical challenge for engineering educators. At Penn State, we developed a longitudinal assessment program to evaluate the qualitative changes in students' thinking as they progressed through the engineering curriculum. This paper presents a summary of the results of the first longitudinal component of this assessment.
The relationship between specific tests of auditory and visual skills and phonic decoding, sight-word reading, and comprehension was investigated in a sample of 77 poor readers from a racially and ethnically heterogen...
The relationship between specific tests of auditory and visual skills and phonic decoding, sight-word reading, and comprehension was investigated in a sample of 77 poor readers from a racially and ethnically heterogeneous elementary school population in New York City. Partial correlational analyses (with age and IQ as control variables) indicated that only two of the skill measures (Auditory Closure and Sound Blending) related to a wide variety of reading measures independently of IQ. Results also showed that IQ scores did not correlate highly with the reading measures. It is concluded that the findings do not support the hypothesis that children can be successfully sorted into auditory and visual learner categories on the basis of the instruments employed (aptitude-treatment interaction). Furthermore, the results suggest that the use of IQ scores to compute expected reading levels for children is questionable.
The charge then is clear. instructional developers should begin concerted efforts to answer the questions posed here (and others which have not yet been raised) if the practice of instructionaldevelopment is to be ad...
The Chief of Naval Education and Training has established a centrally managed, decentrally executed, instructional Systems development capability. The first of five planned instructional program development centers wa...
The Chief of Naval Education and Training has established a centrally managed, decentrally executed, instructional Systems development capability. The first of five planned instructional program development centers was established in San Diego, California on July 1, 1976. The first rating or occupational specialty to be restructured is the Navy Radioman. A model, whose five phases are Analysis, Design, development, Implementation and Control, has been selected to carry out ISD within the Naval Education and Training Command.
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