WorldCat Identities

Fletcher, J. D.

Overview
Works: 71 works in 161 publications in 2 languages and 1,858 library holdings
Genres: Handbooks and manuals  Bibliography 
Roles: Author, Editor
Classifications: LB1027.47, 658.3124
Publication Timeline
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Most widely held works by J. D Fletcher
Training & retraining : a handbook for business, industry, government, and the military( Book )

6 editions published in 2000 in English and Chinese and held by 192 WorldCat member libraries worldwide

Computer games and instruction by J. D Fletcher( Book )

12 editions published in 2011 in English and Undetermined and held by 176 WorldCat member libraries worldwide

There is intense interest in computer games. A total of 65 percent of all American households play computer games, and sales of such games increased 22.9 percent last year. The average amount of game playing time was found to be 13.2 hours per week. The popularity and market success of games is evident from both the increased earnings from games, over $7 Billion in 2005, and from the fact that over 200 academic institutions worldwide now offer game related programs of study. In view of the intense interest in computer games educators and trainers, in business, industry, the government, and the military would like to use computer games to improve the delivery of instruction. Computer Games and Instruction is intended for these educators and trainers. It reviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, in education, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use by lower socio-economic students, for students' reading, and for contemporary theories of instruction. Finally, well known scholars of games will respond to the evidence reviewed
The determination of 28 elements in whole coal by direct-current arc spectrography by J. D Fletcher( Book )

2 editions published in 1985 in English and held by 87 WorldCat member libraries worldwide

A bibliography of studies on elementary and secondary school reading, English, and mathematics for American Indian students by J. D Fletcher( Book )

3 editions published in 1983 in English and held by 58 WorldCat member libraries worldwide

Two hundred twelve monographs and journal articles, published from 1913 to 1982, reporting studies on elementary and secondary school reading, English, and mathematics for American Indian students are cited in this bibliography. Arranged alphabetically by author, each entry contains applicable standard bibliographical information: author, title, edition, volume number, place and date of publication, publisher, and pagination. Study topics are wide ranging and include pilot studies into initial reading, academic achievement of American Indian students, the failure of Indian education, Arapaho grammar, phonemic rhythm in Comanche, effectiveness of computer assisted instruction, English as a second language for Navajos, approaches to acculturation, bilingual education, self image of the American Indian, etc. Sources include anthropological, educational, linguistic, psychological, and social science journals. (Nec)
Conference summary on computer-aided instruction in education basics for Indian students by J. D Fletcher( Book )

5 editions published in 1984 in English and held by 57 WorldCat member libraries worldwide

What problems do American Indians have with English? by J. D Fletcher( Book )

5 editions published in 1983 in English and held by 56 WorldCat member libraries worldwide

A literature survey of more than 800 sources, approximately 140 of which were judged to be relevant, assessed problems Alaska Natives and American Indians experience in learning English language skills required for survival and success in a modern, technological culture. Since the survey was to guide the adaptation and development of instructional materials for elementary and junior high school reading presented by computer, results emphasized receptive rather than expressive language. To some degree the problems of phonology, morphology, syntax, and semantics identified were problems facing not only American Indians, but any students learning English as a second language. Morphology problems included American Indian use of inflections to indicate syntatic role of words, use of gender, and representation of noun modifiers by inflections in nouns. Semantic problems concerned concept development rather than vocabulary growth, particularly in color words and words concerning coercion and duty. Recommendations included providing computer practice with selected minimally constrasting vowel pairs; selected minimally contrasting consonant pairs; final consonants and consonant cluster; selected phonemes that do not exist in some American Indian languages; irregular plural noun forms; selected verb tense forms; determiners; third person singular pronouns; semantic implications of juncture; prepositions, verb-preposition combinations, and idioms; passive and wh- transformations; and basic vocabulary. (Author/NEC)
What problems do American Indians have with mathematics? by J. D Fletcher( Book )

5 editions published in 1983 in English and held by 55 WorldCat member libraries worldwide

A literature survey of more than 800 sources, 80 of which were judged to be relevant, assessed the problems Native Alaskans and American Indians experience in learning elementary and junior high school mathematics, and focused on problems amenable to solution through computer presentation of mathematics materials. Empirical evidence indicated that American Indians are 1.7 years behind the national norm in grade 6 mathematics achievement and 3 years behind the norm at grade 12 and the proportion of Indian students with special needs in mathematics rises from 32% in grade 2, to 41% in grade 4, and to 46% in grade 6. Three clusters of problems American Indians experience with mathematics in school concern terms and concepts, time estimation, and student attitudes. Accordingly, it was recommended that computer presentations of mathematics materials to American Indians should provide practice on mathematics terms and concepts; include units on time estimation; and capitalize on the inherently motivating, "gaming" capabilities of computer interaction. The strength of computer presentation is its ability to provide practice that is: entertaining, motivating, and interactive; perceived to be culture-fair and private; easily transported and exactly reproduced; and individualized on an item-to-item basis. (Author/NEC)
A cost-benefit analysis applied to example proposals for army training and education research by John E Morrison( Book )

4 editions published between 2007 and 2008 in English and held by 18 WorldCat member libraries worldwide

"The report was based on outcomes from the "Army Science of Learning Workshop" sponsored by the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) at the request of the U.S. Army Training and Doctrine Command (TRADOC). The present report took findings from the workshop and derived a research and development (R & D) program. The elements of the current analysis were 21 proposed R & D efforts derived from concepts discussed in the workshop. Total costs were calculated in two ways: (1) implementation and other costs were summed to estimate the first-year start-up (Y1) costs; and (2) long-term costs were calculated by adding maintenance to Y1 estimates, assuming a five-year time frame. The benefit of a proposed R & D effort was conceived as analogous to expected value-that is, an estimate of the work's operational impact multiplied by the probability of successfully executing the work. These data were used to derive three types of proposal "packages": (1) an optimal package that maximizes benefit and minimizes costs, (2) a package having a fixed budget that maximizes total benefit, and (3) a package for a stated level of benefit that minimizes costs. The analyses provided sensible alternative plans for a TRADOC R & D program"--Page i
English as the second language of deaf students by Veda Charrow( Book )

3 editions published in 1973 in English and held by 12 WorldCat member libraries worldwide

Computer-assisted instruction in language arts for hearing-impaired students by J. D Fletcher( Book )

2 editions published in 1973 in English and held by 10 WorldCat member libraries worldwide

Models of individual trajectories in computer-assisted instruction for deaf students by Patrick Suppes( Book )

2 editions published in 1973 in English and held by 10 WorldCat member libraries worldwide

Transfer from alternative presentations of spelling patterns in itial reading by J. D Fletcher( Book )

5 editions published in 1973 in English and held by 10 WorldCat member libraries worldwide

The investigation was concerned with the class of grapheme-phoneme correspondence called spelling patterns and was intended to broaden empirical understanding of grapheme-phoneme correspondences used in teaching initial reading. Twenty-five boys and 47 girls from three moderate-ability first grade classes were chosen as subjects. These students had accumulated six minutes of session time on the computer assisted reading program (cai) phonic strand before beginning the experiment. One set of 24 spelling patterns was devised for each of the five vowels: a, e, I, o, and U. When each subject began the experiment, he was randomly assigned to one of the five sets of spelling patterns and then 12 of the 24 spelling patterns in the chosen set were selected for training. At the end of his eight-day training period, each subject was individually tested, off-line, on all 144 initial consonant and final consonant combinations derived from the full set of 24 spelling patterns to which he was assigned. The data reflected the value of presenting spelling patterns in initial reading. Teaching spelling patterns to the subjects resulted in positive transfer to a criterion task that required subjects to read words and non-words composed of the spelling patterns taught. (Wr)
Crop & food research plant virus collection : catalogue of hosts and viruses by J. D Fletcher( Book )

1 edition published in 1994 in English and held by 7 WorldCat member libraries worldwide

Performance models of American Indian students : on computer-assisted instruction in elementary mathematics by Patrick Suppes( Book )

2 editions published in 1973 in English and held by 7 WorldCat member libraries worldwide

Some new (and old) directions for computer courseware by J. D Fletcher( Book )

3 editions published in 1984 in English and held by 6 WorldCat member libraries worldwide

Effectiveness and cost of interactive videodisc instruction in defense training and education by J. D Fletcher( Book )

3 editions published in 1990 in English and held by 6 WorldCat member libraries worldwide

In response to Congressional direction, a quantitative, analytical review (a meta-analysis) was completed of interactive videodisc instruction applied in Defense training and in the related settings of industrial training and higher education. Over all instructional settings and applications, interactive videodisc instruction was found to improve achievement by about 0.50 standard deviations over less interactive, more conventional approaches to instruction. This improvement is roughly equivalent to increasing the achievement of students at the 50th percentile to that of students currently at the 69th percentile. It was equally effective for knowledge and performance outcomes. It was less costly than more conventional instruction. Overall, interactive videodisc instruction demonstrated sufficient utility in terms of effectiveness, cost, and acceptance to recommend that it now be routinely considered and used in Defense training and education
Distance learning and the Reserve components by J Metzko( Book )

4 editions published between 1996 and 1997 in English and held by 6 WorldCat member libraries worldwide

This report summarizes and evaluates Service plans to adopt distance learning (DL) technologies submitted in response to tasking by the Deputy Secretary of Defense. The evaluation includes consideration of information exchanged in joint-Service/OSD (Office of the Secretary of Defense) groups that have been reviewing Service training requirements and training technology. The evaluation of DL plans resulted in the following major findings: (1) DL has the potential to provide effective training and to reduce costs; (2) DL is little used by DoD today; (3) converting to DL requires sizable up-front investments; (4) the Services plan to convert about one in five courses to DL; (5) joint management of DL is needed to maximize savings; and (6) data gaps preclude intelligent DL investment decisions
Assessment of DoD job skill enhancement programs by J. D Fletcher( Book )

4 editions published in 1991 in English and held by 5 WorldCat member libraries worldwide

In response to Congressional direction, an assessment was undertaken of programs developed by the Department of Defense (DoD) that can be made available to civilian organizations to provide immediate support and assistance to upgrade skills for better civilian employment opportunities. The assessment focuses on interactive courseware (ICW) programs and their transfer to non-DoD activities. Several initiatives have been undertaken by the DoD to effect this transfer, but three sets of issues remain to be resolved: (1) specific civilian instructional requirements must be articulated; (2) methods must be developed to overcome fundamental differences between instructional materials that support the warfighting missions of the DoD and the instructional needs of non-DoD activities; and (3) resources and responsibilities in non-DoD activities must be allocated for determining civilian requirements, modifying instructional content, reprogramming, marketing and producing, warehousing, and distributing materials
Cognitive readiness : preparing for the unexpected by J. D Fletcher( Book )

3 editions published between 2002 and 2006 in English and held by 4 WorldCat member libraries worldwide

Cognitive readiness is described as the mental preparation an individual needs to establish and sustain competent performance in the complex and unpredictable environment of modern military operations. Relevant components of cognitive readiness are identified as situation awareness, memory, transfer of training, metacognition, automaticity, problem-solving, decision-making, flexibility and creativity, leadership, and emotion. These components were determined to be measurable and capable of enhancement through training. It was concluded that cognitive readiness contributes significantly to success in military operations and that it should be routinely included in assessments of readiness
Computer-based aids for learning, job performance, and decision-making in military applications : emergent technology and challenges by Robert E Foster( Book )

4 editions published between 2002 and 2003 in English and held by 4 WorldCat member libraries worldwide

Technology-based systems for education, training, and performance-aiding (including decision-aiding) may pose the ultimate test for validating approaches to integrate humans with automated systems. These systems need to model students and users. The models they generate, as well as the interactions based on them, must adapt to the evolving knowledge and skills of individual students and users. Evaluation findings suggest that such adaptations are feasible, worthwhile, and cost effective. Data drawn from many evaluations of technology-based education and training indicate overall that these systems can reduce costs by one-third and that they can also either reduce the time to achieve instructional objectives by one-third or increase achievement (holding time constant) by one-third. The likely impact on military readiness and effectiveness suggested by these findings is significant. Evaluations of technology-based performance aiding systems have suggested similar results of increased personnel effectiveness and cost-savings. They suggest a need to determine and readjust the balance between resources allocated to training and resources allocated to performance-aiding systems. Development of sharable, reusable objects and capabilities for assembling these objects on demand and in real time will substantially increase accessibility and will reduce costs of education, training, and performance-aiding while making them asynchronously and continuously available regardless of distance and time. Specifications and capabilities for such objects are the goals of much current research and development (R & D)
 
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