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13 results on '"Rudman P."'

1. Myartspace: Design and Evaluation of Support for Learning with Multimedia Phones between Classrooms and Museums

Author

Vavoula, Giasemi, Sharples, Mike, and Rudman, Paul

Abstract

This paper presents a description and evaluation of Myartspace, a service on mobile phones for inquiry-led learning that allows students to gather information during a school field trip which is automatically sent to a website where they can view, share and present it, back in the classroom or at home. The evaluation focused on three levels: a micro level, concerned with issues of usability; a meso level, which examined educational effectiveness in terms of learning breakthroughs and breakdowns; and a macro level, which looked at the impact of the new technology on school museum visits practice. Issues of implementing mobile learning across school and museum settings are identified and cross-level influences are discussed. The study showed that the service was effective in enabling students to gather information in a museum and this provided resources for effective construction and reflection in the classroom. Minor usability problems did not detract from the learning, however there are significant issues concerning how to structure the visit and on the viability of Myartspace as a regular service. (Contains 1 table and 4 figures.)

Published
2009
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2. Structure and Decision-Making in Soviet Education. Bulletin, 1964, No. 2. OE-14094

Author

US Department of Health, Education, and Welfare, Office of Education (ED) and Rudman, Herbert C.

Abstract

The study and analysis of Soviet political, social, and economic systems is as old as the Soviet Union itself, but an intensive study of its educational system is a recent development. Many scholars have turned their attention to the Soviet Union's educational system and have studied the curriculums, teaching methods, textbooks, and other instructional materials of Soviet schools in an attempt to understand the role that education has played in bringing to the USSR success in the field of rocketry and missiles. Previous research has delineated the lines of authority that emanate from the Central Committee of the CPSU (Communist Party of the Soviet Union). This study is based on data collected from documents published in the Soviet Union and in the United States and on information obtained from a series of interviews with members of the Communist Party, a member of its Central Committee of the CPSU, ministers of education, chairmen of city boards of education, school inspectors, directors of institutes of higher education, professions of higher education, and directors of 11-year schools. Four main sections follow the introductory section. Section II describes the administrative structures of Party organizations from the all-union level down through the union-republic, regional, large-city, district--urban and rural, and basic administrative unit levels. .Section III describes the administrative structures of governmental units at each of the same five geopolitical levels. Section IV turns to an analysis of the decision-making process at each level and of the interrelationships that exist within the Party apparatus and Government structure, and describes the relationships between these two entities. Section V turns its attention to areas needing further study: school administration and the relationship of Party to Government. It attempts to bring some focus on questions still unanswered and on administrative processes still unexplored. Appendices include: (1) Selected Readings; (2) Glossary of Russian Terms Used in This Publication; and (3) Ministries and Committee Administering Higher Education in the 15 Soviet Union Republics. (Contains 34 footnotes and 7 figures.) [Best copy available has been provided.]

Published
1964

3. National Testing or Political Testing: Is There a Difference?

Author

Rudman, Herbert C.

Abstract

Differences between national testing as discussed in the most recent report of the National Council on Education, Standards, and Testing, and by the Office of Technology Assessment are reviewed. National testing is not new, but the political use of nationally standardized achievement tests is a recent and dangerous trend. (SLD)

Published
1993

4. Integrating Testing with Teaching. ERIC Digest.

Author

ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC., American Institutes for Research, Washington, DC., and Rudman, Herbert C.

Abstract

This digest discusses the integration of teaching and testing. The use of tests as instructional tools and administrative tools is discussed as well as teacher and administrator attitudes toward testing and teacher competency in interpreting test results. The term "tests" covers standardized tests of achievement and aptitude, less formal paper-and-pencil tests, performance tests, and the like. To link testing directly to teaching, tests can be used at the beginning of the school year to gain an overview of student knowledge, in decisions about grouping students in the classroom, in diagnoses of each student's knowledge, and in attempts to determine the appropriate pace of classroom instruction. Tests can be used to make student promotion and retention decisions, to share information with parents and other non-student stakeholders, and to measure the effectiveness of instruction and learning. Teachers generally seem to be more supportive of testing than is indicated by the literature, and teachers' attitudes seem to be a function of their experience and knowledge. Superintendents report a higher level of satisfaction with use of tests by practitioners for decision making than do measurement specialists. Students favor frequent testing, but while most of them want to know the results of their tests, less than half want to discuss them with their teachers. A short reading list is appended. (TJH)

Published
1989

5. Testing and Teaching: Two Sides of the Same Coin?

Author

Rudman, Herbert C.

Abstract

This paper discusses the use of tests by American teachers over the past six decades. A representative sample of the research centering on the linkage between testing and teaching is cited. (LMO)

Published
1987

6. The Standardized Test Flap

Author

Rudman, Herbert C.

Abstract

Concentrates on three questions: Who are the current critics of standardized testing? What are their persistent criticisms and concerns? Which of these criticisms appear to be valid, which have some validity, and which appear to be irrational? (Author/IRT)

Published
1977

7. Multiethnicity: Regression or Progression?

Author

Rudman, Herbert C.

Abstract

Faced with the reality of an upsurge of political ethnicity and with a nostalgia for one's past, it is important that we seek a rational balance between our yearning for a past that may never have been and the need to look ahead to preserve an identifiable American heritage. (Author/IRT)

Published
1977

8. Integrating Assessment with Instruction: A Review (1922-1980). Research Series No.75.

Author

Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Rudman, Herbert C.

Abstract

This review covers a time span from 1922 to 1980. It examines the link that exists between assessment and teaching. After discussing the milieu in which the two take place, the remainder of the review addresses four questions: (1) how do teachers use test information for instructional decisions?; (2) what has research indicated about the linkage between testing and teaching?; (3) what is known about the linkage between testing and teaching?; and (4) what is and has been available to teachers to aid them in interpreting and using assessment information for instructional decision making? Several highlights of the review include the gap in perceptions of teacher use and attitudes about testing that exist between practitioners and those who consult with or prepare them; the types of specific help available to teachers from those who publish tests; the arguments for and against a diagnostic-prescriptive approach to teaching. The test manuals of five test publishers and manuals published by several organizations are reviewed. A 195-item bibliography is also appended. (Author/CTM)

Published
1980

9. The Superintendent and Testing: Implications for the Curriculum. NCME Measurement in Education. Volume 8, No. 4, Fall, 1977.

Author

National Council on Measurement in Education, East Lansing, MI. and Rudman, Herbert C.

Abstract

This discussion of educational trends of interest to school superintendents focuses on three issues: (1) the general decline of birth rates, school enrollments, staff, facilities, and expenditures for instruction; (2) the increase in mandated assessments and programs brought on by declining academic performance and political influences; (3) the care that must be taken in using and interpreting test data. The author suggests three variables that are important in assessing the effectiveness of teachers or school programs: the students' characteristics; the characteristics of their homes and communities; and those school-related factors which may affect test scores. School staff must recognize the fact, he adds, that the school has little or no control over some factors which contribute to student achievement. (GDC)

Published
1977

10. Integrating Assessment with Instruction: A Report.

Author

Rudman, Herbert C.

Abstract

The four papers presented in this symposium describe the first year and a half of a two-year study designed to examine and increase the linkage between assessment and instruction in classroom decision-making. The first year of the project was devoted to a review of the literature, development of a taxonomy interrelating measurement concepts essential to instructional decision-making, identifying contexts in which interpretation of measures of learning could be helpful, and examining tangential information related to home environments. The result was the development of The Data Box, and integrated set of materials designed to help teachers investigate the use of assessment data in instructional decision-making and ultimately to increase their own use of assessment data. Pilot data on a field review of The Data Box and data gathered at workshops indicated positive attitudes of teachers toward the Data Box and positive ratings of the workshops. A post-implementation evaluation will be carried out in May 1981. The level of teacher morale and the self-perceived needs of teachers had a great influence on the reception of The Data Box by teachers. (BW)

Published
1981

11. Children's Literature: An Issues Approach. Second Edition.

Author

Rudman, Masha Kabakow

Abstract

As a reference guide to selection of children's books, this book considers the appropriateness of such books for bibliotherapy as well as issues of a societal and developmental nature. Each of the book's chapters contains an introduction to an issue, a section relating particular books to the topic, suggestions for activities that teachers or concerned adults may follow, reading extension activities, an annotated list of sources, and a selected recommended list of children's books pertaining to the topic. The chapter topics include (1) the family, with sections on siblings, divorce, adoption and foster care; (2) sex; (3) gender roles, with sections on history and biography, girls as main characters, and men and women in children's books; (4) heritage, with sections on Native Americans, folklore, history, customs, contemporary life, and Afro-American heritage, as well as bibliographies on Asian Americans, Hispanic Americans, and Jewish Americans; (5) special needs, with sections on physical disabilities and neurological disabilities, among others; (6) old age; (7) death; (8) war; and (9) a method for instituting a reading program. Appendixes include publishers' addresses, selected children's book awards, and other references for children's literature. (CRH)

Published
1984

12. Testing Beyond Minimums. Occasional Paper #5.

Author

Association of State Assessment Programs. and Rudman, Herbert C.

Abstract

This paper considers three areas related to the testing of minimum knowledge and skills: public policy, the nature of higher-order thinking and selected aspects of educational measurement. The discussion of public policy issues centers around an apparent dichotomy of egalitarianism and elitism in public education, schooling and the public economy, and the pendulum affect on policy and development. The topic of higher-order thinking is limited to the hierarchical nature of learning, the impact of coaching on this hierarchy, and issue in the instruction of problem-solving techniques. Two aspects of educational measurement are described: (1) the nature of test score decline and (2) the impact of mandated assessment on achievement. It is concluded that while schools are not powerful enough to affect the change of raising levels of academic excellence beyond the minimum on a national level, a powerful tool for accomplishing this has been statewide assessment programs. In regard to the State of Michigan's educational program, state action to improve educational standards should include the following steps: (1) develop a plan which incorporates a two-tier evaluation of student academic status; (2) establish a standard-setting advisory committee; (3) assume a major portion of funding for mandated assessments; and (4) establish a technical advisory committee. A reference list is appended. (PN)

Published
1985

13. Science Teaching in the '80s--A Case of Benign Neglect?

Author

Rudman, Herbert C.

Abstract

It appears that the science achievement of children in schools is less encouraging than it was a decade ago. Data supporting this claim are presented from several sources. (BB)

Published
1978

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