Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Multimedia Science Projects: Seven Case Studies, References A–J

Kansas State University

Publications

Diane Balestri

Author(s): Walton, Richard E.; Balestri, Diane
Title: Writing as a Design Discipline: Exploring the Relationship between Composition and Programming.
Journal: Machine Mediated Learning; v2 n1 2 p47 65 1987
Year: 1987
Abstract:
Examines similarities between composition and programming processes, and reviews two studies that linked instruction in computer programming and freshman composition to help students understand writing as a design discipline. Projects at the University of Montana and Bryn Mawr College which improved students' writing abilities are described. (LRW) .
Document Number: EJ354437

Author(s): Ehrmann, Stephen C.; Balestri, Diane
Title: Learning to Design, Designing to Learn: A More Creative Role for Technology.
Journal: Machine Mediated Learning; v2 n1 2 p9 33 1987
Year: 1987
Abstract:
Describes ways in which computers are used to help undergraduates learn through designing, i.e., various creative activities. Highlights include projects sponsored by the Fund for the Improvement of Postsecondary Education (FIPSE) and the FIPSE Technology Study Group (FTSG), the importance of design in curriculum, and problems with teaching and learning design. (LRW) .
Document Number: EJ354435

Author(s): Balestri, Diane; And Others
Title: High Tech, Low Tech, No Tech: Three Case Studies of Computers in the Classroom.
Journal: AAHE Bulletin; p11 4 Dec 1984
Year: 1984
Abstract:
The use of computer technology in solving critical problems in education is described in three case studies. The "high tech" case is considered by Donald Thursh of the University of Illinois, who is creating a computerized textbook of pathology. The organization of an electronic text can be individualized to suit an instructor's emphasis, the student's knowledge level, or a clinician's specific needs. New information can be located and existing frame content can be easily revised. Extensive cross-referencing of information is accomplished without distracting users. The content expert works in ordinary English and maakes changes without programming competence. The "low tech" approach is described by Harold Cochrane of Colorado State University, who has adapted commercial spreadsheet software for use on microcomputers in his economics classroom. With these spreadsheets, students can solve problems and can see the intent of an economic model, its construction, and the sensitivity of the results to given information. Finally, the "no tech" case is considered by Diane Balestri of Bryn Mawr College, who has structured her freshman writing course around a metaphor of computer programming, with no machinery in the classroom. Students who are organizing and writing compositions are taught to use the same problem-solving and program-building techniques that they learn in a Pascal programming course. (SW) .
Document Number: ED254129

Phyllis Blumenfeld

Author(s): Blumenfeld, Phyllis C.
Title: Classroom Learning and Motivation: Clarifying and Expanding Goal Theory.
Journal: Journal of Educational Psychology; v84 n3 p272 81 Sep 1992
Year: 1992
Abstract:
Directions for future research on goal theory are suggested. The need for greater specificity in construct definition and the possible contributions of constructivist perspectives on learning and instruction are considered. An investigation is proposed of the way social goals interact with mastery and performance goals.
Document Number: EJ452396

Author(s): Pokay, Patricia; Blumenfeld, Phyllis C
Title: Predicting Achievement Early and Late in the Semester: The Role of Motivation and Use of Learning Strategies.
Journal: Journal of Educational Psychology; v82 n1 p41 50 Mar 1990
Year: 1990
Abstract:
Relationships among motivation, use of general and content-specific learning strategies, and achievement were examined for 283 high school geometry students early and late in the semester. Results suggest that teachers should emphasize domain-specific strategies when introducing a unit, and emphasize less domain-specific strategies later in the year. (SLD)
Document Number: EJ442293

Ann L. Brown

Author(s): Brown, Ann L.
Title: People Who Led to Me: Linked Writing using Adrienne Kennedy's "People Who Led to My Plays."
Journal: Teachers & Writers; v29 n2 p5 11 Nov Dec 1997
Year: 1997
Abstract:
Develops a college-level writing assignment using Adrienne Kennedy's autobiography, a multisectioned list poem. Discusses why the personal list poem is appealing and how lists--a simple but generative form--work well for students. States that students wrote a succession of paragraphs about people in their lives who had influenced them. Gives excerpts from the students' writing. (PA) . Document Number: EJ555327

Author(s): Brown, Ann L.
Title: The Advancement of Learning.
Journal: Educational Researcher; v23 n8 p4 12 Nov 1994
Year: 1994
Abstract:
Argues that designing aids and tools to perfect the mind is one of the primary goals of educational research. It discusses the need for appropriate theories to design instructional materials and methods and explains why school practices have not changed to reflect advances in the understanding of learning and development. (GLR) . Document Number: EJ495748

Author(s): Brown, Ann L.; Kane, Mary Jo.
Title: Preschool Children Can Learn to Transfer: Learning to Learn and Learning from Example.
Journal: Cognitive Psychology; v20 n4 p493 523 Oct 1988
Year: 1988
Abstract:
Seven experiments with a total of 423 three-five year olds assessed preschool children's ability to learn and transfer across problems that share a common underlying structure but differ in surface manifestations. Results are discussed in terms of explanation- or analysis-based models of both machine and human learning. (TJH) . Document Number: EJ383284

Author(s): Palincsar, Annemarie Sullivan; Brown, Ann L.
Title: Teaching and Practicing Thinking Skills to Promote Comprehension in the Context of Group Problem Solving.
Journal: Remedial and Special Education (RASE); v9 n1 p53 9 Jan Feb 1988
Year: 1988
Abstract:
Listening and reading comprehension are seen as problem-solving activities, which require instruction in thinking skills. An instructional technique, reciprocal teaching, is conducted as a group problem-solving activity to teach remedial and special education students to predict, question, summarize, and clarify while reading and listening to text. (Author/JDD) . Document Number: EJ367434

Author(s): DeLoache, Judy S.; Brown, Ann L.
Title: Differences in the Memory-Based Searching of Delayed and Normally Developing Young Children.
Journal: Intelligence; v11 n4 p277 89 Oct Dec 1987
Year: 1987
Abstract:
Memory-based searching was compared in 15 developmentally delayed and 24 normal two-year-olds. In a relatively easy memory task, individual differences were minimal, but searching for a plausible alternative location based on memory revealed marked individual differences and an important difference in the cognitive functioning of the delayed children. (SLD) . Document Number: EJ369720

Author(s): Crisafi, Maria A.; Brown, Ann L.
Title: Analogical Transfer in Very Young Children: Combining Two Separately Learned Solutions to Reach a Goal.
Journal: Child Development; v57 n4 p953 68 Aug 1986
Year: 1986
Abstract:
Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD) . Document Number: EJ341748

Author(s): Palincsar, Annemarie Sullivan; Brown, Ann L.
Title: Interactive Teaching to Promote Independent Learning from Text.
Journal: Reading Teacher; v39 n8 p771 7 Apr 1986
Year: 1986
Abstract:
Describes the uses and benefits of reciprocal teaching, a strategy that promotes both comprehension of text and comprehension monitoring. (HOD) . Document Number: EJ332836

Author(s): DeLoache, Judy; Brown, Ann L.
Title: Where Do I Go Next? Intelligent Searching by Very Young Children.
Journal: Developmental Psychology; v20 n1 p37 44 Jan 1984
Year: 1984
Abstract:
Investigates the organization of searching by 21- and 27-month-old children who were required to remember where a toy had been hidden. Initial search behavior on "surprise" trials was less persistent than behavior on error trials. Subsequent search behavior on "surprise" trials was selective and intelligent for older children. (Author/CB) . Document Number: EJ307235

Author(s): Brown, Ann L.; And Others
Title: The Development of Plans for Summarizing Texts.
Journal: Child Development; v54 n4 p968 79 Aug 1983
Year: 1983
Abstract:
Students from the fifth, seventh, and eleventh grades, as well as college students, wrote constrained and unconstrained summaries of stories they had previously learned to criterion. While developmental trends were apparent, it was also found that fifth and seventh graders who made rough drafts performed at a level set by college students. (Author/RH) . Document Number: EJ285717

Author(s): Brown, Ann L.
Title: Learning and Development: the Problems of Compatibility, Access and Induction.
Journal: Human Development; v25 n2 p89 115 Mar Apr 1982
Year: 1982
Abstract:
This paper represents a call for the rehabilitation and liberalization of the term learning. Preliminary steps for a revived theory of development and learning are described, including a consideration of such topics as compatibility or naturalness, accessibility and flexibility of learning, and processes of induction. Specific recommendations for the investigation of learning are provided. (Author/RH) . Document Number: EJ262061

Sharon Carver

Stephen Ehrmann

Author(s): Stephen Ehrmann
Title: Asking the Right Questions: What Does Research Tell Us about Technology and Higher Learning?
Year: 1995
Abstract:
A discussion of technology in higher education looks at common, often erroneous, assumptions made in evaluating computer applications for teaching. The Flashlight Project, a three-year effort to develop and share procedures used by colleges and universities to evaluate education strategies for using technology, is described briefly. (MSE)
Document Number: EJ503284

Author(s): Stephen Ehrmann; And Others
Title: The Future of Post Secondary Education and the Role of Information and Communication Technology: A Clarifying Report.
Publication Year: 1994
Abstract:
Most countries participating in the Organisation for Economic Co-operation and Development are faced with rapid economic and socio-cultural changes and growing demands for education and training. Postsecondary education faces the challenge of providing high-quality education for all adults who need it in a cost-effective manner. One of the most promising ways seems to be to develop self-directed learning at a distance. The status of distance education versus face-to-face education is changing rapidly for five important reasons: (1) the cost of self-instruction will be lower than that of comparable face-to-face courses over the long run; (2) although open and flexible learning institutions are gaining acceptance, distance learning has been seen as peripheral and of lower status than traditional education creating obstacles for the mobility of students between modes; (3) distance learning institutions have pioneered pedagogical innovations and forms of cooperation by teams of university teachers to design interdisciplinary courses; (4) good distance learning programs afford better student-teacher interaction than traditional lectures; and (5) technology is breaking down barriers of distance allowing students involved in the same course to communicate and form a virtual classroom. Technology is not only transforming distance education, but also conventional face-to-face education, by providing students with new possibilities for self-instruction. The introduction of technology in both distance and face-to-face education is a complex process that will be influenced by the combination of factors like ethos and culture. Contains 29 references. (KP))
Document Number: ED381180

Author(s): Stephen Ehrmann
Title: Making Sense of Technology: A Dean's Progress.
Journal: Change; v26 n2 p34 48 Mar Apr 1994
Year: 1994
Abstract:
Excerpts from a fictional academic dean's letters to a colleague and friend give insight into a college administrator's struggle to make sense of the institution's investments in technology and to find the best way to use emerging technology to improve curriculum and instruction. (MSE)
Document Number: EJ481658

Author(s): Stephen Ehrmann
Title: Gauging the Educational Value of a College's Investments in Technology.
Journal: EDUCOM Review; v26 n3 4 p24 8 Fall Win 1991
Year: 1991
Abstract:
Suggests ways of evaluating the value of a college's investments in educational technology. Three main targets for evaluation are highlighted: (1) improvements in the capabilities of graduates and seniors in selected degree programs; (2) positive changes in the processes of teaching and learning; and (3) net financial consequences of these programmatic changes. (eight references) (LRW)
Document Number: EJ434780

Author(s): Stephen Ehrmann
Title: Reaching Students, Reaching Resources: Using Technologies To Open the College.
Publication Year: 1990
Abstract:
A majority of today's college students face circumstances that make it difficult to study full time on campus. They are usually 25 years old or older and may have jobs, children, or impairments to their mobility that prevent them from attending college easily; however, there are ways in which colleges and universities can help these students by changing the uses of educational resources. For example: (1) direct instruction, usually conveyed by lectures and textbooks, may be in the form of correspondence materials and video, or telecourses; (2) live conversation with faculty and peers may take place through audio conferencing, involving only sound, or through audiographic conferencing where visuals may be added through a computer link; (3) other exchanges of ideas and materials with faculty and peers can take place over electronic mail, computer conferencing, fax machine, and voice mail; and (4) learning by doing can be emphasized through online library services, computer assisted design programs, word processors, statistical packages, and other technology-based resources. The evolving college is an institution that is more open to the outer world with shared resources and services, and promotes collaboration between faculty, students, and institutions. (6 references) (DB)
Document Number: ED327171

Author(s): Stephen Ehrmann
Title: Assessing the Open End of Learning. Roles for New Technologies.
Journal: Liberal-Education; v74 n3 p5 11 May Jun 1988
Year: 1988
Abstract:
Electronic Networking for Interaction (ENFI) is a technique for providing immediate electronic feedback on student work to promote open-ended learning. The approach suggests a growing range of applications of new technology for student assessment for improved learning. (MSE)
Document Number: EJ376445

Author(s): Ehrmann, Stephen C.; Balestri, Diane
Title: Learning to Design, Designing to Learn: A More Creative Role for Technology.
Journal: Machine Mediated Learning; v2 n1 2 p9 33 1987
Year: 1987
Abstract:
Describes ways in which computers are used to help undergraduates learn through designing, i.e., various creative activities. Highlights include projects sponsored by the Fund for the Improvement of Postsecondary Education (FIPSE) and the FIPSE Technology Study Group (FTSG), the importance of design in curriculum, and problems with teaching and learning design. (LRW)
Document Number: EJ354435

Howard Gardner

Author(s): Gardner, Howard
Title: Six Afterthoughts: Comments on "Varieties of Intellectual Talent."
Journal: Journal of Creative Behavior; v31 n2 p120 24 2nd Qtr 1997
Year: 1997
Abstract:
Comments on "Varieties of Intellectual Talent" (Julian C. Stanley), that discusses characteristics of giftedness and ways of identifying gifted students. Topics explored include the five different forms of giftedness, the roles of domain and field, the ubiquity of environmental and cultural factors, cross-cultural conceptions, and potential markers versus actual achievements. (CR) .
Document Number: EJ549129

Author(s): Gardner, Howard
Title: Probing More Deeply into the Theory of Multiple Intelligences.
Journal: NASSP Bulletin; v80 n583 p1 7 Nov 1996
Year: 1996
Abstract:
Discusses misconceptions that half-informed educators might have about the author's theory of multiple intelligences. The seven intelligences are based on explicit criteria and respond to specific real-world content. Educators can assess proficiency, but not intelligence at different tasks. Theories can have infinite numbers of possible applications. (MLH) .
Document Number: EJ535647

Author(s): Hatch, Thomas; Gardner, Howard
Title: If Binet Had Looked Beyond the Classroom: The Assessment of Multiple Intelligences.
Journal: NAMTA Journal; v21 n2 p5 28 Spr 1996
Year: 1996
Abstract:
RACT Presents a summary of the theory of multiple intelligences in the context of developmental learning. Emphasizes the implications of the theory for assessment, including a strong argument against standardized testing. Describes various methods to engage and assess the pluralistic abilities of each individual and cites practical examples such as Arts PROPEL, the Key School, and Project Spectrum. (MOK) .
Document Number: EJ523355

Author(s): Gardner, Howard
Title: Multiple Intelligences: Myths and Messages.
Journal: International Schools Journal; v15 n2 p8 22 Apr 1996
Year: 1996
Abstract:
Debunks several myths that have arisen in schools' misapplication of the author's multiple intelligences (MI) theory. Argues that seven intelligences do not require seven different intelligence tests. An intelligence is a construct, not a domain, discipline, or learning style. MI theory is empirical and compatible with general intelligence theory. It does not embrace any single set of values or teaching approach. (MLH) .
Document Number: EJ522811

Author(s): Gardner, Howard
Title: Multiple Intelligences" as a Catalyst.
Journal: English Journal; v84 n8 p16 8 Dec 1995
Year: 1995
Abstract:
Discusses applications of the theory of multiple intelligences in the field of education. Distinguishes between "surface" and "deep" applications of the theory. Responds to earlier articles in this journal about the theory of multiple intelligences. (RS) .
Document Number: EJ517592

Author(s): Gardner, Howard; Boix-Mansilla, Veronica
Title: Teaching for Understanding in the Disciplines-And Beyond.
Journal: Teachers College Record; v96 n2 p198 218 Win1994
Year: 1994
Abstract:
Education's main purpose should be to achieve understanding, but such understanding is hard to achieve because educators have little knowledge of how to teach for it and students harbor intellectual habits that inhibit performances of understanding. The article emphasizes that students' access to disciplinary tools is crucial in quality education. (SM) .
Document Number: EJ498398

Author(s): Gardner, Howard
Title: Educating for Understanding.
Journal: American School Board Journal; v180 n7 p20 4 Jul 1993
Year: 1993
Abstract:
Educating for understanding means that students have a sufficient grasp of concepts, skills, or principles to bring them to bear on new situations. Researchers at Harvard University's Project Zero are figuring out what to teach, how to teach it, and how to assess what students have learned using the approach of teaching for understanding. (MLF) .
Document Number: EJ466853

Author(s): Egan, Kieran; Gardner, Howard
Title: An Exchange: The Unschooled Mind: How Children Think and How Schools Should Teach.
Journal: Teachers College Record; v94 n2 p397 407 Win 1992
Year: 1992
Abstract:
Book review discusses Howard Gardner's belief that schools typically fail in their most important missions, and accurate diagnosis is necessary for more effective education. Gardner recommends educating disciplinary experts who can help students integrate prescholastic and scholastic ways of knowing. A response by Gardner is included. (SM) .
Document Number: EJ460431

Author(s): Gardner, Howard
Title: The Tensions between Education and Development.
Journal: Journal of Moral Education; v20 n2 p113 25 1991
Year: 1991
Abstract:
Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and universal forms of knowing. (DK) .
Document Number: EJ438425

Author(s): Blythe, Tina; Gardner, Howard
Title: A School for All Intelligences.
Journal: Educational Leadership; v47 n7 p33 7 Apr 1990
Year: 1990
Abstract:
The Harvard Project Zero research group has been examining the curriculum content issue through the lens of the multiple intelligences (MI) theory, which emphasizes humans' highly varied capacities. This article describes the MI theory, some related research projects, and the theory's implications for elementary and secondary education. Includes 11 references. (MLH) .
Document Number: EJ405189

Author(s): Gardner, Howard; Hatch, Thomas
Title: Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences.
Journal: Educational Researcher; v18 n8 p4 9 Nov 1989
Year: 1989
Abstract:
Describes a new theory of multiple intelligences (MI) that identifies seven relatively independent forms of information processing that individuals exhibit in differing patterns. Describes the following MI-related educational research projects: (1) Arts PROPEL; (2) the Key School project; and (3) Project Spectrum. (FMW) .
Document Number: EJ408016

Author(s): Gardner, Howard
Title: The Key in the Slot: Creativity in a Chinese Key.
Journal: Journal of Aesthetic Education; v23 n1 p141 58 Spr 1989
Year: 1989
Abstract:
Discusses the Chinese attitude toward child development and socialization. Offers general comments concerning child rearing. Examines the Chinese emphasis upon performance in the arts. Notes that the Chinese classroom is oriented toward tradition and hierarchy. Compares the differing U.S. and Chinese approaches to basic skills and creativity. (KO) .
Document Number: EJ395920

Author(s): Wolf, Constance; Gardner, Howard
Title: Introduction.
Journal: Journal of Aesthetic Education; v23 n1 p9 15 Spr 1989
Year: 1989
Abstract:
Describes the cross-cultural Harvard Project Zero that was designed to identify major issues in Chinese arts education and to clarify differences between the aesthetic and educational systems of the United States and China. Discusses the exchange of education specialists, the interviewing of artists, and the examination of philosophy. (KO) .
Document Number: EJ395913

Author(s): Gardner, Howard
Title: Zero-Based Arts Education: An Introduction to ARTS PROPEL.
Journal: Studies in Art Education; v30 n2 p71 83 Win 1989
Year: 1989
Abstract:
Describes a cognitive approach to arts education developed by Harvard Project Zero, highlighting a classroom application project, ARTS PROPEL. Incorporating the competencies of production, perception, reflection, and learning, the project has developed a set of assessment instruments which can document artistic learning during the late elementary and high school years. (GEA) .
Document Number: EJ386440

Author(s): Gardner, Howard
Title: Creativity: An Interdisciplinary Perspective.
Journal: Creativity Research Journal; v1 p8 26 Dec 1988
Year: 1988
Abstract:
A number of research disciplines have contributed to an emerging picture of creative individuals, processes, and achievements. Contributions to a science of creativity are reviewed, focusing on the psychometric approach, cognitive approaches, studies of personality and motivation, sociological and historiometric investigations, and neurobiological aspects of unusual human performance. (JDD) .
Document Number: EJ390662

Author(s): Gardner, Howard
Title: The Theory of Multiple Intelligences.
Journal: Annals of Dyslexia; v37 p19 35 1987
Year: 1987
Abstract:
The multiple intelligence theory is based on cultural contexts, biological analysis, developmental theories, and a vertical theory of faculties. Seven intelligences are identified: linguistic, logical mathematical, musical, spatial, bodily kinesthetic, interpersonal, and intrapersonal. The theory's educational implications are described, referencing work with gifted children and those with learning problems. (JDD) .
Document Number: EJ368940

Author(s): Hatch, Thomas C.; Gardner, Howard
Title: From Testing Intelligence to Assessing Competencies: A Pluralistic View of Intellect.
Journal: Roeper Review; v8 n3 p147 50 Feb 1986
Year: 1986
Abstract:
The authors stress the variety of human abilities and the numerous ways in which those abilities can be expressed. They call for a consideration of a wide range of competencies in both definitions as well as tests of intelligence. They advocate developing new means of assessment to examine natural performances in specific domains. (Author/CL) .
Document Number: EJ333179

Author(s): Salomon, Gavriel; Gardner, Howard
Title: The Computer as Educator: Lessons from Television Research.
Journal: Educational Researcher; v15 n1 p13 9 Jan 1986
Year: 1986
Abstract:
Researchers studying the educational uses of computers can learn from the mistakes of television research. They should: avoid asking whether computers teach better than other media; utilize holistic as well as standard experimental paradigms; and realize that when learners encounter a new medium, a wide range of usages and outcomes should be expected. (KH) .
Document Number: EJ330818

Author(s): Gardner, Howard
Title: Assessing Intelligences: A Comment on "Testing Intelligence Without I.Q. Tests."
Journal: Phi Delta Kappan; v65 n10 p699 700 Jun 1984
Year: 1984
Abstract:
The preceding article by Robert Sternberg implicitly accepts the idea that there is a single human potential called "intelligence" that is scientifically measurable. Human beings do not possess any such generalized intelligence, however. Instead, each person possesses a mix of several basic intellectual competencies or "intelligences." (JBM) .
Document Number: EJ299515

William Harvey

Author(s): Harvey, William B.
Title: African American Faculty in Community Colleges: Why They Aren't There.
Journal: New Directions for Community Colleges; v22 n3 p19 25 Fall 1994
Year: 1994
Abstract:
Describes the nation's academic culture to explain the underrepresentation of African American faculty in two-year colleges. Suggests that the presence of African American faculty can influence the behavior of an institution and bring about a climate that leads to retention and future recruitment. (10 citations) (MAB) .
Document Number: EJ495261

Author(s): Brock, David M.; Harvey, William B.
Title: The Applicability of Corporate Strategic Principles to Diversified University Campuses.
Journal: Journal for Higher Education Management; v8 n2 p43 56 Win Spr 1993
Year: 1993
Abstract:
A discussion of the use of principles of business administration in university planning looks both at differences between businesses and universities and at broad and practical similarities, then presents a variety of corporate strategic techniques and suggests how they might be adapted to higher education. (MSE) .
Document Number: EJ462739

Author(s): Harvey, William B.
Title: Faculty Responsibility and Tolerance.
Journal: Thought and Action; v7 n2 p115 36 Fall 1991
Year: 1991
Abstract:
In a discussion of the limitations on African-American participation in higher education, it is concluded that, because college faculty are at the heart of the academic experience, their failure to deplore or even acknowledge racist or discriminatory behavior in society amounts to implicit endorsement of bias. (MSE) .
Document Number: EJ436168

Author(s): Harvey, William B.; And Others
Title: Between a Rock and a Hard Place: Drugs and Schools in African American Communities.
Journal: Urban League Review; v13 n1 2 p113 28 Sum Win 1989 90.
Year: 1990
Abstract:
Discusses the problem of drug abuse in schools in African American communities. Explores the role of education in making the drug problem worse by failing to offer students alternatives to the drug culture. Discusses how reconstruction of the American educational system is a necessary component of our fight against drugs. (JS) .
Document Number: EJ414470

Author(s): Harvey, William B.; Williams, Lea E.
Title: Historically Black Colleges: Models for Increasing Minority Representation.
Journal: Education and Urban Society; v21 n3 p328 40 May 1989
Year: 1989
Abstract:
Reviews the development of historically Black colleges. Discusses the following areas that contribute to their success with minority students: (1) student-faculty relationship; (2) campus environment; and (3) remediation. (FMW) .
Document Number: EJ391567

Author(s): Stiff, Lee V.; Harvey, William B.
Title: On the Education of Black Children in Mathematics.
Journal: Journal of Black Studies; v19 n2 p190 203 Dec 1988
Year: 1988
Abstract:
Analyzes the education of Black children in mathematics. The following factors influence mathematics achievement: (1) course enrollment patterns; (2) role models and significant others; and (3) attitudes toward mathematics. The following facets of field-dependent mathematics instruction are discussed: (1) identity; (2) security; and (3) validity. (BJV) .
Document Number: EJ383314

Author(s): Harvey, William B.
Title: Perspectives on Schooling and Socioeconomic Advancement for Black Americans.
Journal: Journal of Black Studies; v19 n2 p131 4 Dec 1988
Year: 1988
Abstract:
Briefly outlines the situation of education for U.S. Blacks today. Introduces and summarizes the articles in this special issue. (BJV) .
Document Number: EJ383309

Author(s): Harvey, William B.
Title: An Ebony View of the Ivory Tower: Memories of a Black Faculty Member.
Journal: Change; v19 n3 p46 9 May Jun 1987
Year: 1987
Abstract:
A black professor's experiences in five white institutions, including a community college, an Ivy League university, a private liberal arts college, and a state university, are discussed. An occasional slight or even a veiled insult is part of the territory for black academicians. (MLW) .
Document Number: EJ356866

Author(s): Harvey, William B.; Stiff, Lee V.
Title: Examining Opportunities for Mobility for Professional Staff in State Universities.
Journal: Innovative Higher Education; v10 n1 p14 22 Fall Win 1985
Year: 1985
Abstract:
Professional staff of colleges and universities usually do not have the kind of clearly defined paths for advancement that are available to the faculty. The results of a survey examining opportunities for professional staff are presented. Information given includes job classification, salaries, job evaluation, promotion, and incentives. (Author/MLW) .
Document Number: EJ329971

Author(s): Harvey, William B.; Scott Jones, Diane
Title: We Can't Find Any: The Elusiveness of Black Faculty Members in American Higher Education.
Journal: Issues in Education; v3 n1 p68 76 Sum 1985
Year: 1985
Abstract:
Examines the current status of black scholars in colleges and universities and finds that they are not represented in any significant numbers at the predominantly white institutions. The apparent inability of these institutions to maintain goals of affirmative action is inconsistent with their ability to sustain commitment to other issues and concerns. (MD) .
Document Number: EJ329566

Author(s): Harvey, William B.
Title: Is It Over Already? Changes in Public Perceptions of Effective Schooling.
Journal: Clearing House; v59 n4 p167 8 Dec 1985
Year: 1985
Abstract:
Concludes that those who view the sixteenth annual Gallup Poll of public attitudes toward public schools as indicating a general willingness to finance school improvements may be right, but that if public's attention is not quickly called to the fact that more dollars are needed to improve schools, the urgency generated by the poll may be lost. (FL) .
Document Number: EJ327840

Author(s): Harvey, William B.
Title: Teaching Public Issues to Gifted High School Students: The New Jersey Governor's School Approach.
Journal: Journal for the Education of the Gifted; v8 n2 p155 66 Win 1985
Year: 1985
Abstract:
The New Jersey Governor's School is designed to foster global awareness, be forward-looking, emphasize certain generally accepted values, foster a sense of personal responsibility, provide an experience to enhance student growth and development, and emphasize student participation. The learning environment consists of four components: community life, intensive courses, the Evening Series, and the Integrative Seminar. (Author/CL) .
Document Number: EJ467698

Author(s): Harvey, William B.
Title: The Educational System and Black Mental Health.
Journal: Journal of Negro Education; v53 n4 p444 54 Fall 1984
Year: 1984
Abstract:
Argues that the educational system impacts on the mental health of Blacks more directly and significantly than any other social institutiion. Details the negative effects of the prevailing racism as well as ways of making the educational system more amenable to the needs of Black students. (RDN) .
Document Number: EJ309431

Author(s): Harvey, William B.
Title: Ethnic Studies and the Politics of Higher Education.
Year: 1980
Abstract:
The shift in focus of ethnic studies in American universities from Western European nations toward the developing nations of the Third World represents a growing recognition of the reality of international interdependence versus the myth of American independence. American economic and political interests in the Third World emphasize the importance of considering Third World outlooks and opinions which were largely ignored in the past. Ethnic studies have thus emerged as the academic community's response to the general need to study and understand Third World cultures. Because of the tendency in the United States to regard Third World peoples as exotic, ethnic studies face the challenges of presenting accurate and realistic perspectives on developing nations, avoiding an inherent Western cultural slant in such studies, and employing cultural relativism instead of imposing culturally biased judgments on Third World experiences. Those involved in ethnic studies have an obligation to ensure that information and knowledge about the Third World are used in ways that are useful and not detrimental to the peoples of those nations. By combating myth and prejudice with fact, and by revealing commonalities of human experience, ethnic studies can contribute to promoting communication and understanding among peoples from different backgrounds. (Author/MJL) .
Document Number: ED220557

David Jonassen

Author(s): Carr, Alison A.; Jonassen, David H.; Marra, Rose M.; Litzinger, Mary Ellen
Title: Good Ideas To Foment Educational Revolution: The Role of Systemic Change in Advancing Situated Learning, Constructivism, and Feminist Pedagogy.
Journal: Educational Technology; v38 n1 p5 15 Jan Feb 1998
Year: 1998
Abstract:
Examines the merits of situated learning, constructivism, and feminist pedagogy as educational reforms. In each case, the theoretical construct is described, justified (in terms of why it improves learning experiences), and defended based on research in the field. The constraints on systemic change and the problem of seeing its implementation to reach its full potential are also discussed. (Author/AEF) .
Document Number: EJ559830

Author(s): Jonassen, David H.; Reeves, Thomas C.; Hong, Namsoo; Harvey, Douglas; Peters, Karen
Title: Concept Mapping as Cognitive Learning and Assessment Tools.
Journal: Journal of Interactive Learning Research; v8 n3 4 p289 308 1997
Year: 1997
Abstract:
Presents a conceptual foundation for using concept mapping as a cognitive learning strategy and as a method for assessing structural knowledge; reviews the growing body of research related to both applications. Describes some of the conceptual and empirical limitations of concept mapping. (Author/AEF) .
Document Number: EJ564290

Author(s): Jonassen, David H.
Title: Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes.
Journal: Educational Technology Research and Development; v45 n1 p65 94 1997
Year: 1997
Abstract:
Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated cognition are discussed. (75 references) (Author/LRW) .
Document Number: EJ541455

Author(s): Jonassen, David H.; And Others
Title: Certainty, Determinism, and Predictability in Theories of Instructional Design: Lessons from Science.
Journal: Educational Technology; v37 n1 p27 34 Jan Feb 1997
Year: 1997
Abstract:
The strongly positivist beliefs on which traditional conceptions of instructional design (ID) are based derive from Aristotelian logic and oversimplify the world, reducing human learning and performance to a repertoire of manipulable behaviors. Reviews the cases against deterministic predictability and discusses hermeneutic, fuzzy logic, and chaos theory perspectives and their implications for ID. (PEN) .
Document Number: EJ537923

Author(s): Jonassen, David H.
Title: Scaffolding Diagnostic Reasoning in Case-Based Learning Environments.
Journal: Journal of Computing in Higher Education; v8 n1 p48 68 Fall 1996
Year: 1996
Abstract:
Computer-delivered, case-based instruction can provide medical students with valuable clinical diagnostic experiences before encountering real patients. Diagnosis requires physicians to understand and use causal reasoning for prediction. Such reasoning may be scaffolded in the design of computerized learning environments. Scaffolding of causal reasoning in initial diagnoses, determination of etiology, and differential diagnosis in platelet-related problems is described. (Author/MSE) .
Document Number: EJ554064

Author(s): Jonassen, David H.; And Others
Title: Constructivism and Computer-Mediated Communication in Distance Education.
Journal: American Journal of Distance Education; v9 n2 p7 26 1995
Year: 1995
Abstract:
Describes the assumptions of a constructivist epistemology, contrasts them with objectivist assumptions, and describes instructional systems that can support constructive learning at a distance. Highlights include paradigm shifts in learning and instructional design theory; computer-mediated communication; computer-supported collaborative work; situated, case-based learning environments; and knowledge representation and construction. (60 references) (Author/LRW) .
Document Number: EJ512278

Author(s): Jonassen, David H.
Title: Supporting Communities of Learners with Technology: A Vision for Integrating Technology with Learning in Schools.
Journal: Educational Technology; v35 n4 p60 3 Jul Aug 1995
Year: 1995
Abstract:
Considers the goal of creating communities of learners and how to integrate technology with learning. Highlights include cognitive apprenticeships; qualities of meaningful learning, including constructivism and collaboration; assumptions about technology, including knowledge construction; proper roles for technology; and how to support meaningful learning with technologies. (LRW) .
Document Number: EJ507039

Author(s): Jonassen, David H.
Title: Computers as Cognitive Tools: Learning with Technology, Not from Technology.
Journal: Journal of Computing in Higher Education; v6 n2 p40 73 Spr 1995
Year: 1995
Abstract:
Cognitive tools, computer-based applications normally used as productivity software, can also function as knowledge representation formalisms that require learners to think critically. Databases, spreadsheets, semantic networks, expert systems, and multimedia/hypermedia construction can function as computer-based cognitive tools to expand student thinking, changing the college student's role to that of knowledge constructor rather than information reproducer. (Author/MSE) .
Document Number: EJ506904

Author(s): Tessmer, Martin; Jonassen, David
Title: Evaluating Computer-Based Training for Repurposing to Multimedia: A Case Study.
Journal: Performance and Instruction; v33 n7 p3 8 Aug 1994
Year: 1994
Abstract:
Describes criteria developed to determine which of three existing computer-based training lessons could be repurposed into a multimedia format. Reasons for repurposing, types of criteria generated to determine the instruction's repurposeability, and lessons learned from the evaluation experience are covered. (Contains 13 references.) (KRN) .
Document Number: EJ489825

Author(s): Jonassen, David H.; And Others
Title: Learning with Media; Restructuring the Debate.
Journal: Educational Technology, Research and Development; v42 n2 p31 9 1994
Year: 1994
Abstract:
Argues that the debate about media attributes versus instructional methods should be shifted from instruction- and media-centered to a learner-centered conception of learning. Learning with media should be explored on the macro level (where learning is situationally dependent) and on the micro level (where design should support, instead of manipulate, the learning process). (Contains 34 references.) (KRN) .
Document Number: EJ488325

Author(s): Jonassen, David H.
Title: Changes in Knowledge Structures from Building Semantic Net versus Production Rule Representations of Subject Content.
Journal: Journal of Computer Based Instruction; v20 n4 p99 106 Fall 1993
Year: 1993
Abstract:
Compares the effects on the knowledge structure of the learners of using two different Mindtools--semantic networks and rule-based expert systems--for representing the content of a course. Results showed that students in the semantic network class possessed more hierarchical knowledge structures than the other group. (Contains 29 references.) (JLB) .
Document Number: EJ485272

Author(s): Jonassen, David H.; Grabinger, R. Scott
Title: Applications of Hypertext: Technologies for Higher Education.
Journal: Journal of Computing in Higher Education; v4 n2 p12 42 Spr 1992
Year: 1992
Abstract:
A discussion of the use of hypertext for college instruction looks at the potential of hypertext to support active construction of knowledge and outlines hypertext applications as a vehicle for traditional computer-assisted instruction, information retrieval, and creation of intentional learning environments and knowledge construction environments. Limitations are also examined. (MSE) .
Document Number: EJ462748

Author(s): Jonassen, David H.
Title: Evaluating Constructivistic Learning.
Journal: Educational Technology; v31 n9 p28 33 Sep 1991
Year: 1991
Abstract:
Addresses problems in evaluation that are raised by constructivism. Highlights include a comparison of objectivism and constructivism; constructivistic criteria, including goal-free evaluation, which focus on authentic tasks, knowledge construction, context-driven evaluation, the appropriate stages of knowledge acquisition, and multiple perspectives in learning environments; and societal perspectives on constructivistic learning environments. (nine references) (LRW) .
Document Number: EJ433315

Author(s): Jonassen, David H.
Title: Thinking Technology: Toward a Constructivist View of Instructional Design.
Journal: Educational Technology; v30 n9 p32 4 Sep 1990
Year: 1990
Abstract:
Discusses the field of instructional systems technology (IST) and suggests the need for new models of learning. The change in learning psychology from behaviorism to cognitive psychology is described, a constructivistic approach to IST is explained, and cognitive tools including intelligent tutoring systems are considered. (Nine references) (LRW) .
Document Number: EJ416980

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