Computer-Assisted Instruction at Stanford, 1966-68

Computer-Assisted Instruction at Stanford, 1966-68
Author: Patrick Suppes
Publisher: Academic Press
Total Pages: 544
Release: 2014-05-10
Genre: Education
ISBN: 1483257932

Computer-Assisted Instruction at Stanford, 1966–68: Data, Models, and Evaluation of the Arithmetic Programs provides an analysis and assessment of the arithmetic programs in computer-assisted instruction at Stanford for the years 1966–68. This book focuses on behavioral data, the application of models to these data, and an assessment of the effectiveness of the programs. Organized into two parts encompassing nine chapters, this book begins with an overview of the drill-and-practice program that was run in a large number of elementary schools in California, Mississippi, and Kentucky. This text then explains the application of models to individual student behavior. Other chapters consider the analysis of student performance in computer-assisted instructions. This book discusses as well the application of automation models to some area of the same data of the drill-and-practice program. The final chapter deals with individual student analyses. This book is a valuable resource for psychologists, sociologists, and research workers.

Computer-assisted Instruction: Stanford's 1965-66 Arithmetic Program

Computer-assisted Instruction: Stanford's 1965-66 Arithmetic Program
Author: Patrick Suppes
Publisher:
Total Pages: 404
Release: 1968
Genre: Arithmetic
ISBN:

USA. Description of research activities at the institute for mathematical studies in the social sciences (stanford university) in respect of computer-assisted teaching methodology, and account of an experimental training programme using such methodology in teaching elementary mathematics to primary education students. Bibliography pp. 271 to 379.

Patrick Suppes

Patrick Suppes
Author: R. Bogdan
Publisher: Springer Science & Business Media
Total Pages: 270
Release: 2012-12-06
Genre: Philosophy
ISBN: 9400993978

The aim of this series is to inform both professional philosophers and a larger readership (of social and natural scientists, methodologists, mathematicians, students, teachers, publishers, etc. ) about what is going on, who's who, and who does what in contemporary philosophy and logic. PROFILES is designed to present the research activity and the results of already outstanding personalities and schools and of newly emerging ones in the various fields of philosophy and logic. There are many Festschrift volumes dedicated to various philosophers. There is the celebrated Library of Living Philosophers edited by P. A. Schilpp whose format influenced the present enterprise. Still they can only cover very little of the contemporary philosophical scene. Faced with a tremen dous expansion of philosophical information and with an almost frighten ing division of labor and increasing specialization we need systematic and regular ways of keeping track of what happens in the profession. PRO FILES is intended to perform such a function. Each volume is devoted to one or several philosophers whose views and results are presented and discussed. The profiled philosopher(s) will summarize and review his (their) own work in the main fields of signifi cant contribution. This work will be discussed and evaluated by invited contributors. Relevant historical and/or biographical data, an up-to-date bibliography with short abstracts of the most important works and, whenever possible, references to significant reviews and discussions will also be included.

Studies in the Methodology and Foundations of Science

Studies in the Methodology and Foundations of Science
Author: Patrick Suppes
Publisher: Springer Science & Business Media
Total Pages: 481
Release: 2013-03-09
Genre: Science
ISBN: 940173173X

The twenty-three papers collected in tbis volume represent an important part of my published work up to the date of this volume. I have not arranged the paper chronologically, but under four main headings. Part I contains five papers on methodology concerned with models and measurement in the sciences. This part also contains the first paper I published, 'A Set of Independent Axioms for Extensive Quantities', in Portugaliae Mathematica in 1951. Part 11 also is concerned with methodology and ineludes six papers on probability and utility. It is not always easy to separate papers on probability and utility from papers on measurement, because of the elose connection between the two subjects, but Artieles 6 and 8, even though they have elose relations to measurement, seem more properly to belong in Part 11, because they are concerned with substantive questions about probability and utility. The last two parts are concerned with the foundations of physics and the foundations of psychology. I have used the term foundations rather than philosophy, because the papers are mainly concerned with specific axiomatic formulations for particular parts of physics or of psychology, and it seems to me that the termfoundations more appropriately describes such constructive axiomatic ventures. Part 111 contains four papers on the foundations of physics. The first paper deals with foundations of special relativity and the last three with the role ofprobability in quantum mechanics.

From Principles of Learning to Strategies for Instruction

From Principles of Learning to Strategies for Instruction
Author: Robert J. Seidel
Publisher: Springer Science & Business Media
Total Pages: 247
Release: 2006-05-28
Genre: Education
ISBN: 0387234810

The primary goal of instructional design is improving the quality of learning and instruction. Instructional designers have focused on a number of areas of critical concern and developed a variety of techniques to achieve this goal (Reigeluth, 1983, 1999). Critical areas of concern for those who plan, implement and manage instruction include (a) needs assessment (identifying gaps or deficiencies in knowledge and performance to be addressed in instruction); (b) task analysis (identifying the types of knowledge, skills and attitudes to be developed during instruction); (c) learner analysis (determining who the learners are, what they know, relevant differences, etc. ); (d) instructional strategies (developing strategies appropriate for the task and learners involved); and (e) assessment and evaluation (determining how to assess individual progress and evaluate programs). There are many books already in print that treat the general domain of instructional design, as well as texts that target each of these areas of concerns. Why then another book on these issues? There are several answers to this question. Many of the available books treat instruction as a formal process that proceeds according to specific and detailed instructional systems development models (see, for example, Dick, Carey & Carey, 2005). Indeed, the US military has created a series of handbooks specifying details of the various instructional development processes (see Department of Defense, 1999).