Education Research: Is what We Don't Know Hurting Our Children? : Hearing Before the Subcommittee on Basic Research of the Committee on Science, House of Representatives, One Hundred Sixth Congress, First Session, October 26, 1999, 第 4 卷

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U.S. Government Printing Office, 2000 - 262 頁
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第 147 頁 - Washington, a department of education, for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems and otherwise promote the cause of education throughout the country.
第 73 頁 - Branch of the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH). I...
第 123 頁 - State boards are, of course, not alone in this responsibility, for it falls also upon all those who participate in the administration and operation of the educational enterprise. Therefore, in presenting the challenge of this target to...
第 50 頁 - Sunley Assistant Director (Interim) Directorate for Education and Human Resources National Science Foundation On August 15, 1999, Judith S. Sunley was appointed interim Assistant Director for the Directorate for Education and Human Resources at the National Science Foundation. Dr. Sunley served for five years as Assistant to the Director for Science Policy and Planning. In this capacity, she played a lead role in NSF's budgeting, planning, and program implementation. Dr. Sunley coordinated final...
第 135 頁 - Planned variation projects, building upon, the work of the early 1970's in educational evaluation, can be profitably used in many other instances. And more limited and less costly information might be routinely gathered in most projects to provide guidance and feedback to local areas in order to help them make any necessary improvements . F.
第 66 頁 - These three core findings are: 1) students come to the classroom with preconceptions about how the world works; if their initial understanding is not engaged, they may fail to grasp the new concepts and information...
第 202 頁 - Planned Variation in Education: An Assessment," in Planned Variation in Education: Should We Give Up or Try Harder?
第 135 頁 - As one follows the history of federal educational research and development during the past three decades, one is struck by the thoughtful but often repetitive suggestions for making improvements. Almost everyone involved in these discussions seems to call for more research funding; better trained researchers; more permanent and distinguished NIE or OERI leaders; more strategic planning to meet the needs of classroom teachers and students; more long-term, coherent research and development projects;...
第 66 頁 - ... 2. To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.

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