The Effects of Numbered Heads Together with and Without an Incentive Package on the Science Test Performance of a Diverse Group of Sixth Graders

A clear and consistent finding of educational research has been the importance of active student responding. During lectures and discussions, active responding most often takes the form of student responses to teacher questions. This whole group responding to questions, however, does not permit every student to respond and does not assure that all students are actively engaged. Previous research has shown that Numbered Heads Together is an efficient and effective instructional technique to increase student responding and to improve achievement. Using an A-B-BC-B-BC design, we examined the effects of two versions of Numbered Heads Together on 6th graders daily quiz scores and pretest-posttest performance in chemistry. Findings indicated that the addition of a behavioral incentive package noticeably improved student performance during Numbered Heads Together instruction. Implications are discussed for teachers and educational researchers.     

Strategic Planning to Enhance Teaching and Learning with Technology

Abstract. Seminaries across North America are continuing to expand their use of technology for theological education. This article explores eight issues surrounding the strategic planning process when it comes to technology. These have to do with the obstacles to fresh thinking, the current best practices in strategic planning processes, detailed discussions of the impact of various models of technology for theological education on faculty, Information Technology personnel, and students as well as the issues surrounding delivery system models and the issue of sustainability.     

The effect of students’ roles on the establishment of shared knowledge during collaborative problem solving: a case study from the field of mathematics

According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge. An earlier version of this paper was presented at the 28th Annual Conference of the International Group for the Psychology of Mathematics Education (PME 28), held in Bergen, Norway in 2004.     

Cognitive science and epistemic openness

Recent findings in cognitive science suggest that the epistemic subject is more complex and epistemically porous than is generally pictured. Human knowers are open to the world via multiple channels, each operating for particular purposes and according to its own logic. These findings need to be understood and addressed by the philosophical community. The current essay argues that one consequence of the new findings is to invalidate certain arguments for epistemic anti-realism.     

解析实践智力理论

实践智力理论是斯腾伯格等人针对智商研究解释力不足提出的,它是对传统智力理论的有益补充。本文介绍了实践智力理论的核心概念、基本观点以及当前心理学界对之提出的主要质疑,并对该理论的优长与缺憾进行了分析和讨论。     

课堂教学的情感目标分类

课堂教学的情感测评一直是教学心理学和教学实践亟待解决的问题,本文借鉴布鲁姆情感目标分类思想,从情感教学心理学原理出发,并在我国大量教学实践经验的基础上,尝试构建较为符合我国教学实际情况的三维度四层次的课堂教学情感目标分类框架,以冀为进一步编制有关的课堂教学的情感测评工具提供理论基础。     

苏格拉底真的认为"美德即知识"吗?

根据史料,我们并不能确认苏格拉底真的认为美德即知识,而“美德即知识”在苏格拉底时代是一个比较含混的命题,并没有准确表达苏格拉底关于美德和知识关系的看法。     

A reconstruction of contemporary Confucianism as a form of knowledge

Traditional Confucianism might be likened to a great tree, with various branches and trends of thought emerging from common roots. Continuing with this metaphor, Confucianism as a form of knowledge might be regarded as a main branch, and the resulting form of Confucianism constitutes the main body of Chinese learning. Due to modern society’s transformation, Confucianism as a form of knowledge has begun to disappear and the form of Confucianism which has its own discourse system and problem consciousness has become a disconnected tradition and an object of study of all the branches of learning in modern times. It is important for the present-day development of Confucianism that we break the rigescent modern academic system, propagate Confucianism as a form of knowledge, and rebuild the Confucian form of knowledge. __________ Translated from Hebei Xuekan 河北学刊 (Hebei Academic Journal), 2005(4) by Yan Xin     

Practical reasoning and practical knowledge

The judgement that provides the content of intention and coincides with the conclusion of practical reasoning is a normative judgement about what to do, and not, as Anscombe and McDowell argue, a factual judgement about what one is doing. Treating the conclusion of practical reasoning as expressing a recommendation rather than a verdict undermines McDowell’s argument; the special nature of practical reasoning does not preclude its conclusions being normative. Anscombe’s and McDowell’s claim that practical self-knowledge is productive of action may be accommodated by identifying the content of practical knowledge not with the conclusion but with a premise of practical reasoning – a kind of practical reasoning that occurs within rather than before action.