Applications of formative and descriptive evaluations in online training     

Chih‐Hsiung Tu 《Performance Improvement》2004,43(5):32-36

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Randomized interdependent group contingencies: Group reinforcement with a twist     

Kimberly Kelshaw‐Levering  Heather E. Sterling‐Turner  Jennifer R. Henry  Christopher H. Skinner 《Psychology in the schools》2000,37(6):523-533

This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second‐grade classroom in a rural southeastern school district. Specifically, using a multiphase time‐series design (i.e., A‐B‐A‐C‐B‐C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R‐ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R‐ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations. © 2000 John Wiley & Sons, Inc.  相似文献   

Effect on development of proportional reasoning skill of physical experience and cognitive abilities associated with prefrontal lobe activity     

Yong‐Ju Kwon  Anton E. Lawson  Wan‐Ho Chung  Young‐Shin Kim 《科学教学研究杂志》2000,37(10):1171-1181

The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional reasoning skill because the prefrontal lobes are involved in the inhibition of task‐irrelevant information and the representation of task‐relevant information. The hypothesis that reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional reasoning tasks following tutoring. Students' computational skills were not a significant predictor. Also, the manipulative group's proportional reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional reasoning skill. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171–1182, 2000  相似文献   

WWW.FIELDMUSEUM.ORG: THE FIELD MUSEUM OF NATURAL HISTORY (CHICAGO,IL)     

R. Maria Marable‐Bunch 《Curator: The Museum Journal》2001,44(4):410-412

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Development of Scientific Reasoning in College Biology: Do Two Levels of General Hypothesis‐Testing Skills Exist?     

Anton E. Lawson  Brian Clark  Erin Cramer‐Meldrum  Kathleen A. Falconer  Jeffrey M. Sequist  Yong‐Ju Kwon 《科学教学研究杂志》2000,37(1):81-101

The primary purpose of the present study was to test the hypothesis that two general developmentally based levels of hypothesis‐testing skills exist. The first hypothesized level presumably involves skills associated with testing hypotheses about observable causal agents; the second presumably involves skills associated with testing hypotheses involving unobservable entities. To test this hypothesis, a hypothesis‐testing skills test was developed and administered to a large sample of college students both at the start and at the end of a biology course in which several hypotheses at each level were generated and tested. The predicted positive relationship between level of hypothesis‐testing skill and performance on a transfer problem involving the test of a hypothesis involving unobservable entities was found. The predicted positive relationship between level of hypothesis‐testing skill and course performance was also found. Both theoretical and practical implications of the findings are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 81–101, 2000  相似文献   

Influence of a Reflective Explicit Activity‐Based Approach on Elementary Teachers' Conceptions of Nature of Science     

Valarie L. Akerson  Fouad Abd‐El‐Khalick  Norman G. Lederman 《科学教学研究杂志》2000,37(4):295-317

This study assessed the influence of a reflective, explicit, activity‐based approach to nature of science (NOS) instruction undertaken in the context of an elementary science methods course on preservice teachers' views of some aspects of NOS. These aspects included the empirical, tentative, subjective (theory‐laden), imaginative and creative, and social and cultural NOS. Two additional aspects were the distinction between observation and inference, and the functions of and relationship between scientific theories and laws. Participants were 25 undergraduate and 25 graduate preservice elementary teachers enrolled in two sections of the investigated course. An open‐ended NOS questionnaire coupled with individual interviews was used to assess participants' NOS views before and at the conclusion of the course. The majority of participants held naive views of the target NOS aspects at the beginning of the study. During the first week of class, participants were engaged in specially designed activities that were coupled with explicit NOS instruction. Throughout the remainder of the course, participants were provided with structured opportunities to reflect on their views of the target NOS aspects. Postinstruction assessments indicated that participants made substantial gains in their views of some of the target NOS aspects. Less substantial gains were evident in the case of the subjective, and social and cultural NOS. The results of the present study support the effectiveness of explicit, reflective NOS instruction. Such instruction, nonetheless, might be rendered more effective when integrated within a conceptual change approach. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 295–317, 2000.  相似文献   

塔克拉玛干沙漠北缘地表反照率特征及参数化研究   总被引：1，自引：0，他引：1  

金莉莉  李振杰  买买提艾力&#;买买提依明  何清  刘永强 《资源科学》2014,36(5):1051-1061

利用塔克拉玛干沙漠北缘肖塘站观测资料,分析了地表反照率变化特征及影响因子,找出了土壤湿度临界点,分别拟合出地表反照率与太阳高度角、2.5cm土壤湿度经验公式,讨论了地表反照率参数化方案,运用CoLM陆面过程模式进行了Off-line试验,并与观测数据进行了对比。结果表明,肖塘地区地表反照率冬季大、夏季小,年平均值为0.27。太阳高度角≥15°时地表反照率趋于一个常数,且与太阳高度角满足指数函数关系。不同天气下地表反照率不同,雨天减小,雪天增大。晴空指数≤0.3时,地表反照率波动很大。肖塘地区地表反照率与太阳高度角和土壤湿度拟合效果不好;随2m气温和地表温度升高基本呈减小趋势,但不明显。土壤湿度对肖塘地区地表反照率年内变化没有影响,只对日变化有影响,且地表反照率对0.097~0.13范围内的浅层土壤湿度响应敏感。CoLM原模式模拟的净辐射、感热通量和地表温度平均日变化与观测数据有较好的一致性。地表反照率参数化方案改为0.27后,CoLM模式对净辐射平均日变化正午前后的模拟与观测基本一致;对地表温度平均日变化模拟得到改善,平均峰值低估0.51℃;地表反照率参数化后CoLM模式对感热通量平均日变化模拟能力没有提高。  相似文献   

BOOK REVIEWS     

David Moreland  Tom Pearson  Wendy Quill  Julie Walsh‐Banwait  Paramjeet Singh Bhogal  Diana Loffler Specialist Educational Psychologist 《Educational Psychology in Practice》2006,22(4):379-392

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Naturalistic intervention for Asperger syndrome – a case study     

Serene Hyun‐Jin Choi  Timo A. Nieminen 《British Journal of Special Education》2008,35(2):85-91

On the basis of their cognitive abilities, children with Asperger syndrome are attractive candidates for inclusive education and, in Australia, most are in integrated settings. However, social interaction between children with Asperger syndrome and their peers remains problematic, with the children with Asperger syndrome often being left alone despite being among or near classmates. For classroom teachers, effective interventions in terms of class management are critical to facilitate positive social interaction between these two groups of children, and case studies can tell us a great deal about what works. In practice, a combination of intervention techniques may be best, in case a single one is ineffective, and in order to take advantage of potential synergies. In this article, Serene Choi, of the School of Education at the University of Newcastle (Australia) and Timo Nieminen, of the Centre for Biophotonics and Laser Science in the Department of Physics at the University of Queensland, report a naturalistic multiple-component intervention used to develop the social skills of a boy with Asperger syndrome in a mainstream school in Australia. This combined intervention, making use of social stories, simple peer modelling and individual lessons, appears to be a practical teaching method for inclusive education.  相似文献   

THE VIENNA CENTRE AND WOMEN'S STUDIES     

Ruza Fürst‐Dilic 《Higher Education in Europe》1992,17(2):18-20

In this article a ranking woman researcher at the European Coordination Centre for Research and Documentation in the Social Sciences of Vienna presents the activities of this organisation which have been directed at women's studies. In particular, she describes the scope and the conclusions of a cross‐European study in the elaboration of which she participated on women in scientific/academic careers and in R&D that was published in 1991.  相似文献