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31.
A dance programme for a class of students with special needs was evaluated using a multiple baseline across behaviours design where the behaviours were movements representing aspects of the elements of dance: Space, Body Awareness, Relationships, Levels, Effort, Speed and Shape. Observational data showed that the instructional dance programme was successful in extending the variety of movements performed by the students and that the observational methodology designed for the study was a useful strategy for evaluating teaching in dance. 相似文献
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That the sample mean and variance are “good” estimates of the corresponding population parameters is easily accepted as “obvious” by students, but the concept of standard error of the mean is often found to be quite a hurdle. That this standard error decreases inversely as the square-root of the sample size, and the mysterious appearance of the Normal distribution, are often taken as magical and incomprehensible effects, and non-mathematical students can often be turned away from further understanding. This article describes a program which provides an experimental framework in which the student can rapidly develop an intuition for the basic properties of sampling. 相似文献
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Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
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We designed from scratch a minimal manual of the kind proposed by Carroll (1990) for Unix e-mail. The design process involved acquiring from a set of experts information about e-mail use that would be helpful to novices, and acquiring from novices information that guided subsequent versions of the manual. The seventh version of the minimal manual was tested against a commercial manual, in a comparative performance experiment, with 30 naive subjects. It had approximately 13% of the pages of the commercial manual; it resulted in 30% faster learning and more effective use of the e-mail system overall, and significantly better performance on individual subtasks; including the recovery from errors. Significantly more users were satisfied with it than with the conventional manual. Carroll's general principles of manual design for minimal manuals were found to be a good basis for design, and we suggest these guidelines are suitable for the design of such manuals from scratch. 相似文献
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Madeline M. Crocitto Lynn D. Walsh Albert Murphy Maureen A. Keefe 《Interactive Learning Environments》2018,26(1):61-74
Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered. 相似文献
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Joaquín Martínez-Torregrosa Rafael López-Gay Albert Gras-Martí 《Science & Education》2006,15(5):447-462
Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate
students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and
epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular
and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the
alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study,
we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years
old students). 相似文献
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