bluuebunny/crossref_metadata_2025_split huggingface dataset:
Relationships Among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Structural Equation Modeling Approach
Authors: Sasaki Miyuki 
Published: October 2006

The present study investigated the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). The research had two objectives: (a) to examine the factor structure of several different SLP test scores; and (b) to investigate the relationship between a general SLP factor (G‐SLP) and a hypothetical general cognitive factor (G‐COG) that was assumed to influence foreign language aptitude, verbal intelligence, and reasoning. Several competing hypotheses were tested using structural equation modeling. Participants consisted of 160 Japanese college students studying English as a foreign language.The results supported two models of SLP: one in which several specific trait factors were highly correlated with each other, and another in which these specific trait factors were connected to a higher‐order G‐SLP factor. Because there were only three first‐order specific factors, these two models could not be distinguished from each other. Further investi gation suggested that GSLP and GCOG were not identical, but mutually correlated k0.65). This relationship implies that students' SLP and cognitive abilities were influenced by two distinct, but mutually correlated factors. More than half the G‐SLP variance (58%)could not be explained by the G COG factor. Several suggestions for krther studies are presented.
CHOICE UNDER UNCERTAINTY
Authors: Jeffcoat Colin 
Published: October 2006

Books reviewed in this article:Jacques Drèze (1987) Essays on Economic Decisions under Uncertainty.W. Kip Viscusi and Wesley Magat et al (1987) Learning about Risk.J. L. Ford (1987) Economic Choice under Uncertainty: a Perspective Theory Approach.Isaac Levi (1986) Hard Choices: Decision Making under Unresolved Conflict.
History,‘Los Pastores’, and the Shifting Poetics of Dislocation
Authors: FLORES RICHARD R. 
Published: October 2006

Abstract
The history of ‘Los Pastores’ in Texas, a nativity play from medieval Spain used by the early missionaries to teach Christian doctrine, is embedded in the larger social arena of political change and social subordination of mexicanos in this region. Any effort to understand the historical practice and contemporary meaning of Los Pastores cannot be separated from the way both performers and event have been narratively inscribed through various selective discourses, or cultural poetics, that form one aspect of the social marginalization of the mexicano population in Texas.In every era the attempt must be made anew to wrest tradition away from a conformism that is about to overpower it.—Walter Benjamin, Illuminations.
Reviews
Authors: Collier K G , Hallworth Frederick 
Published: October 2006

Mr Coler was formerly Pricipal of Bede College, Durham, and was Consultant to the Council for Educational Techbology's Colleges of Education Learning Programmers Project 1971–76 Making the Best of It: the final report of the Nuffield Foundation Group for Research and Innovation in Higher Education.Mr Hallqorth is Director of Wiltshire County Council Library and Museum Service New Media in Public Libraries: a survey of current practices by James W Brown
The Development of Computer‐Assisted Testing as an Adjunct to Traditional Instructional Processes in Educational Psychology
Authors: Cartwright G F , Derevensky J L 
Published: October 2006

AbstractThe role of interactive computer‐assisted testing (ICAT) as an effective adjunct to traditional methods of instruction in an introductory educational psychology course for students enrolled in a teacher education program is discussed. Previous studies suggest ICAT is an effective instructional strategy and evaluation method for large numbers of students in introductory courses where existing computing facilities are available. Results of the study indicate that high criterion levels for mastery produce improved subsequent performance.
Uses of and Students' Reactions to Video cartridges as Self‐Instructional Materials in the Library
Authors: Harris N D C , Kirkhope S 
Published: October 2006

AbstractThe use of videocartridges as self‐instructional material in libraries has increased considerably during recent years. In this investigation information was collected to answer the following questions. (1) Who uses the material and when? (2) How are the materials used? (3) How do the materials relate to the student's course and assessment? (4) What is the main purpose of the materials? The methods used included observation, questionnaires, free response, individual and group interviews. The responses are reported along with suggestions for improving the system in use. Over 90 students contributed to the investigation.
Persuading the Dons?
Authors: Hawkridge David 
Published: October 2006

AbstractThis paper stresses the importance of diffusing the results of educational research and development, particularly among dons, the academics of higher education.Diffusion can be examined within a framework of three classes of strategies for bringing about change: rational‐empirical, normative‐re‐educative, and power‐coercive. The Open University provides examples of strategies from each class, because staff of the Institute of Educational Technology, responsible for a large share of the University's educational research and development, are actively pursuing them. Their interactions with other parts of the University can be represented in a model.Like many models, this model is over‐simplified and over‐idealized. It is possible to provide examples of it working, but there are serious problems that hinder full development of the strategies on which the model is based. The problems hinge in particular upon resource shortages,‘translation’ difficulties between professionals, and the lack of products backed by valid evidence.The paper ends by summarizing what the Institute is attempting to do to mitigate these problems and by asking what is happening to persuade the dons in conventional British universities.
The Design and Implementation of a Computer Assisted Learning Package for Modern Language Teaching: a research progress report
Authors: Last R W , King P K 
Published: October 2006

AbstractThis paper falls into two parts: (1) a condensed description of the design of the EXERCISE package, programmed and developed in the University of Hull by Dr R W Last; and (2) an account by Professor P K King, of the Institute of Modern Dutch Studies in Hull, of its application in the teaching of beginners’ and intermediate Dutch. Although work was initiated on the package only a year ago, sufficient progress has been made both for the presentation of a viable interim report, and for a number of predictions to be made about the further development of the concept.
Factors Affecting the Development and Use of Educational Technology in Nigerian Universities
Authors: Soremekun Elizabeth A 
Published: October 2006

AbstractA number of factors can be cited as being instrumental in the present state of development of educational technology in university education and the application made of it. This article examines those factors which militate against its integration into the total instructional process and discusses other influences facilitating change and thereby suggesting a new role for the future development of the field.
Sharing Responsibility: staff—student cooperation in learning
Authors: Boud D J , Prosser M T 
Published: October 2006

AbstractNo matter how participative a course might be in its conduct, it is normal for the aims to be specified by staff for students, the programme to be planned by staff for students and particularly for the assessment to be one way—of students by staff. It is possible for courses to be established on a different basis, and it is especially necessary when one is dealing with professional education.This paper focuses on an example of a course which is designed jointly by staff and students: the science education component of a post‐experience Graduate Diploma in Science Education at the Western Australian Institute of Technology. In keeping with the philosophy of the course this paper has been prepared by the staff member concerned (D J Boud) and one of the students (M T Prosser).A collaboratively designed course cannot be undertaken lightly for not only does it violate some of the norms of teaching in higher education as we know it, but it also places peculiar demands on both staff and students. These are both of an interpersonal, group interaction kind and of a strucutural, organizational type. The aim of this paper is to describe the main features of the course, to examine some of the demands that it makes, and to explore the applicability of its concepts to other areas of higher education.
Problems Associated with Multi‐Media Data Bases
Authors: Barker Philip G , Yeates Harry 
Published: October 2006

AbstractEducation is intimately associated with communication, and so may utilize any technology that is able to support a process that enables information to be transferred from one location to another. This paper describes the meaning of the term multi‐media data base and presents a model of its potential role in aiding message creation for the purposes of communicating educational material using many parallel channels. Some of the problems associated with the implementation of such systems are outlined.
A New Look at Instructional Design. Part II. Instruction: Integrating One's Approach
Authors: Romiszowski A J 
Published: October 2006

AbstractThis paper is a continuation of an earlier paper published in the British Journal of Educational Technology (Romiszowski, 1981a) which dealt with the basic concepts concerning the learning process that should be used as a starting point for the instructional design process. The present paper deals with the instructional decisions that should be taken at the overall, or ?acro', design state. This is approximately equivalent to curriculum development. It shows how the person making these decisions should keep in mind the basic concepts presented in the earlier part of the paper and presents a series of schemata or ‘job aids’ to the decision‐making process. These schemata are not rigid procedures to be followed, but are rather a visual representation of the factors to be considered in taking instructional decisions, and the interrelationships that exist between these factors. Selection schemata are built up for the selection of overall instructional strategies, for the selection of specific methods, for the organization of group size and structure and for the selection of presentation media. Finally, all these separate decisions are brought together into an overall ‘instructional plan’—a visual representation of the proposed system's structure, which can act as a planning and control tool for subsequent stages of development and implementation.Both the papers are an adaptation of certain sections of the book Designing Instructional Systems, written by the author and published by Kogan Page Ltd (Romiszowski, 1981b). This book deals in much greater detail with all the decisions that are taken during curriculum development, or instructional systems design. The book adopts a systems approach in five basic stages—problem definition, analysis, selection and development of an appropriate solution, implementation and evaluation—and deals exhaustively with the first three of these stages. A companion volume, currently in press (Producing and Implementing Instruction) completes the treatment of the last two stages. Both the books are planned on a multi‐level system, enabling the reader to select only the chapters that present a theoretical basis for instructional design, or alternatively, to select only those chapters that act as a manual or handbook to the practical tasks performed by the instructional designer. They are amply illustrated with practical examples drawn from the educational and the training, sectors, including case studies from both the developed and the developing nations.
Some Experiments in Man—Machine Interaction Relevant to Computer Assisted Instruction
Authors: Barker P G 
Published: October 2006

AbstractSome experiments in man‐machine interaction are briefly described in the context of their relevance to multi‐media audio‐visual instruction. Two important points emerge: the need for the development of appropriate data‐base management systems and the necessity for a suitable author language capable of providing the instructor with a means of coordinating the use of instructional resources.
The Acceptability and Dissemination of Materials to Support Staff Development in Universities and Polytechnics in the United Kingdom
Authors: Cryer Pat 
Published: October 2006

AbstractThis article is based on work begun during the HERMES project, ‘Higher Education Resource Materials: Evaluation and Service’, January 1978–December 1979, a project to support the training and development of lecturers in universities and polytechnics through resource materials. Part A examines the discrepancy between availability of and demand for such materials, and comes to conclusions regarding the types and topics where the need is greatest. Part B examines factors which characterize productions used outside the authors’ own institutions. In conclusion, the article describes how the findings are being implemented by a working group of the Society for Research into Higher Education.
A Method of Teaching Problem‐Solving to Undergraduate Engineering Students
Authors: Lowe Brian 
Published: October 2006

AbstractThis paper reports the experiences of the staff involved in the design and operation of a method of teaching problem‐solving to engineering undergraduates. The method is based upon a loop‐type model consisting of a series of clearly identifiable component activities. Although no formal evaluation procedures have been carried out, a range of informal monitoring and evaluative activities have been associated with the development of the model. These have indicated that the model appears to promote the effectiveness of student learning both by it forming a basis for group communication and a focus for teaching methods. Even though the model was originally intended for specific use in the teaching of engineering design, experience has shown that it is suitable as it stands for use in a wider range of problem‐solving situations and is readily adaptable for use in other specific cases.
Learning from Evaluation at the Open University II. Helping students to learn from audio‐visual media
Authors: Brown Stephen , Nathenson Mike , Kirkup Gill 
Published: October 2006

AbstractMuch of previous media research suggests that there are no significant differences between the teaching effectiveness of different media. As a distance teaching institution, however, the Open University is highly dependent on media to perform functions which in a more conventional context would be handled by live, face‐to‐face, tuition. Consequently, the University has a keen interest in exploiting the special properties of different media to the full, and in developing students’ skills to handle different media. The new technology foundation course, T101 ‘Living with Technology’, attempts both of these aims with some success. The main conclusions drawn from a study of the way audio‐visual media are used in the course are that the characteristics of television, radio and audio‐cassettes do lend themselves to particular teaching functions but that, in a distance teaching context, a factor of overriding importance is the extent to which any educational medium is accessible and controllable by the learner. The findings also suggest that students can be helped to learn more effectively from audio‐visual media, providing a carefully structured approach is taken to the gradual development of learning skills, and the various media are well integrated with each other.
An Analysis of Four Institutional Strategies for Staff Development
Authors: Rutherford R J D 
Published: October 2006

AbstractThis paper describes four different approaches through which an institution can provide a programme for academic staff training and development. The advantages and disadvantages of each approach are analysed with the help of a recently developed theory which seeks to explain why some innovations are successful while others fail. This analysis may contribute towards the development of institutional strategies to ensure the survival—if not the revival—of staff development in universities in the United Kingdom.
Inside the Black Box: making design decisions for instruction
Authors: Kerr Stephen T 
Published: October 2006

AbstractThe literature on instructional design argues that curricula, educational materials, and instructional strategies are best created using a ‘systems approach’. Models for the systematic design of educational programmes have proliferated over the past decade. But these models are prescriptive and not based on research into how designers actually think when they approach a design task. Important theoretical and empirical studies from the fields of art, architecture, and artificial intelligence are summarized here as a prelude to presentation of findings from a study of design activities among a group of 26 novice instructional designers. Among other things, the study investigated: (1) the prevalence of initial generation of more than one possible design solution; (2) the basis on which candidate solutions were accepted or rejected; (3) the constraints encountered in proceeding with the design; and (4) the way in which designers knew that they were finished with the design. Results indicate that novice designers have difficulty entertaining multiple possible solutions, especially for more than a few steps into design work; that alternatives are eliminated very rapidly; that designers are not. proficient in representing design problems to themselves or to others; and that they have trouble saying what a reasonable stopping point is. Suggestions for further research, and for contributions that instructional design might make to the ongoing research effort on human problem‐solving, are presented.
Subliminal Perception and Cognitive Style in a Concept Learning Task Taught via Television
Authors: Moore John F , Moore David M 
Published: October 2006

AbstractThe purpose of this study was to investigate the effects of supplemental subliminal captions and field dependence on the recall of cognitive information. Groups of subjects (N = 199) viewed one of four television presentations: subliminal captions only, conventional (visible) captions only, subliminal and visible combined for reinforcement, and subliminal and visible mismatched for interference. Data was analysed using ANCOVA and Tukey multiple comparison tests with a 0.05 significance level. There was a significant difference in recall between field dependents and field independents in each treatment except combined subliminal and conventional captions.Based on this evidence the authors suggest repetitive subliminal television captions which supplement visible captions may be an effective device for reducing differences in achievement attributable to cognitive style in learning from television programmes.
MUMEDALA—An approach to multi‐media authoring
Authors: Barker Philip G 
Published: October 2006

AbstractThe MUMEDALA (MUlti‐MEDia Authoring LAnguage) system is an authoring facility that is designed to enable the creation and control of a sophisticated interactive learning environment. Such an environment might contain a variety of channels that enable (1) the presentation of instructional material, and (2) the capture of student response and monitoring data. The latter provides the means of achieving highly individualized instructional schema based upon the use of a range of teaching media. This paper presents an overview of the MUMEDALA system, its design features and the progress being made towards its realization.
Identification of Child Pedestrian Training Objectives: the role of task analysis and empirical research
Authors: van der Molen Hugo H 
Published: October 2006

AbstractThe aim of this study is to demonstrate that child pedestrian training objectives may be identified systematically and that this can be done through various task analysis methods, making use of different types of empirical information.Some early approaches to the analysis of pedestrian tasks are reviewed in the framework of several theoretical approaches to task analysis. We present an outline of the Traffic Research Centre's pedestrian task analysis and of its use in the specification of the concrete objectives for an experimental child pedestrian training programme.Selections of the objectives for pre‐school children were made on the basis of importance and feasibility. Importance was assessed on the basis of various ways of analysing actual task performance, including studies on exposure, behaviour and accidents. Feasibility of objectives was assessed by using a model for the analysis of psychological ability requirements. The objectives selected are presented in the form of concrete teaching routines. These are operationalized in terms of the conditions under which the behaviour trained should be displayed. Validation of the objectives arrived at is considered feasible through further empirical research.
A Window on the World
Authors: Hosie P J 
Published: October 2006

AbstractThe $4 million national Loan Video Programme is an ambitious project which has been operating in outback regions of Australia for two years. The Programme was originally intended to provide videocassette copies of ABC educational broadcasts to primary‐school students studying by‘correspondence’and living outside television reception areas. An examination of the effects of the Programme on teacher and parent attitudes, viewing patterns, integration with the curriculum, and educational concerns about televisual learning in Western Australian Schools of the Air and Distance Education Centre students, are given in this paper.
Educational Technology Utilization in Jamaica's Secondary School System: present problems and future prospects
Authors: Jennings‐Wray Zellynne , Wellington P I 
Published: October 2006

AbstractThe rhetoric of technology from the developed world tends to mesmerize educational planners in Third World countries into thinking that the introduction of technology (ie, television, radio, computers, etc) into their educational systems will act as a panacea for whatever ills are being experienced. A study of the actual use over the past two decades of educational television (ETV) and self‐instructional materials (SIM) in the Jamaican secondary school system reveals that ETV and SIM have had limited impact. Inadequate provision of infrastructural requirements, too heavy a reliance on foreign aid, and unrealistic assessment of the real costs of innovation have contributed to this.Current trends in the use of computer‐assisted instruction (CAI) suggest that the mistakes made in the past with ETV may well be repeated. More significantly, use of CAI in the high school and the new secondary school system in Jamaica may well lead to greater disparity in educational opportunities offered to children from different social classes—a situation that successive governments have tried to correct. The paper points out the need for Third World countries to ‘demystify’ technology and assume greater responsiblity for initiating educational innovations that are better suited to the economic and social realities of developing nations.
The Impact of Cyclops Shared‐Screen Teleconferencing in Distance Tutoring
Authors: McConnell David 
Published: October 2006

AbstractThis paper presents the major outcomes of a two‐year trial of the Open University's Cyclops shared‐screen telewriting tutorial system. The impact of the system is considered in terms of the human factors of the technology; tutors’and students’experiences of Cyclops; and tutorial activities and their acceptability to the participants.