Persistence: A key factor in human performance at work     

Daniel V. Blair  Donna J. Price 《Performance Improvement》1998,37(1):27-31

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Global perspectives and key debates in sex and relationships education: addressing issues of gender,sexuality, plurality and power     

Cindy H. Blair 《Gender and education》2016,28(4):599-601

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Disciplinary literacy in the science classroom: Using adaptive primary literature     

Michele Hollingsworth Koomen  Sarah Weaver  Robert B. Blair  Karen S. Oberhauser 《科学教学研究杂志》2016,53(6):847-894

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Book reviews     

Blair JC 《Bulletin of the Medical Library Association》1980,68(2):250

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Everyday personal laptop usage in secondary schools in Trinidad and Tobago     

Georgette Briggs  Erik Blair 《Education and Information Technologies》2016,21(3):545-558

The e-Connect And Learn (eCAL) programme is a Trinidad and Tobago government-led initiative, launched in 2010, that grants personal laptop computers to students entering secondary school. The purpose of this paper is to provide a snapshot of how students are using these government-issued personal laptops 3 years after the programme’s launch. This paper explores the fissure between what the policy recommends and what is actually enacted in the context of laptop usage in the classroom. Data were drawn from 1,451 students, from 32 secondary schools across Trinidad and Tobago. Responses indicate that students are falling short of the expectations for in-class laptop usage and in schools where usage is less often but on a regular basis, laptops are mainly used for technology-related subjects. These findings not only suggest that students’ everyday personal laptop usage in the classroom is not in alignment with the eCAL programme goals, but also highlight some of the issues to be considered by other countries when implementing large-scale laptop programmes.  相似文献   

高职<机械设计基础>课程教改与研究     

干秦湘  蔡厚平 《九江职业技术学院学报》2002,(3):31-32

本阐述了《机械设计基础》的教学对高职学生学习的重要性，总结该课程新的教学特点和过程，为后续课程打下好的基础。  相似文献   

A meta‐analysis of Tier 2 interventions implemented within School‐Wide Positive Behavioral Interventions and Supports     

Kwang‐Sun Cho Blair  Eun‐Young Park  Won‐Ho Kim 《Psychology in the schools》2021,58(1):141-161

This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.  相似文献   

Public sea turtle watches serve as effective environmental education     

J. Rachel Smith  Blair Witherington  Joe E. Heimlich  Rebekah J. Lindborg  Emily Neidhardt  Anne Savage 《Environmental Education Research》2019,25(2):292-308

To understand both immediate and longer-term effects of a short duration, interpretive wildlife tourism program, we studied responses from participants in a sea turtle watch program. This program comprised an interpretive presentation followed by an opportunity to view a nesting loggerhead sea turtle (Caretta caretta). We conducted 37 programs in 2013 and 2014, for 843 participants, of whom 70.5% were able to see a nesting turtle. We measured participant attitudes, knowledge, intention to act, and long-term behavior change. Initial participant responses indicated prior interest in nature and environmental topics, and a knowledge base focused on biological sea turtle information. After the interpretive presentation, participants chose to provide conservation-related information as opposed to natural history-related information. Intention to engage in conservation behaviors was high following the turtle watch experience, regardless of whether a turtle was seen. The conservation value of our turtle watch program is expressed through conservation-focused knowledge acquisition by participants and their high post-program intention to engage in behaviors benefiting sea turtles, both of which precede long-term behavior change in an interdisciplinary model of behavior change.  相似文献   

多维互动，让每个幼儿获得多样化发展     

曹玉兰  翁静娟 《江苏教育研究》2013,(3):33-37

伴随教育向人自身的回归，课程功能转向为儿童提供发展机会。儿童的需要成为课程开发的起点和归宿。本文以梅里课程、超市课程、助学课程的开发为案例，诠释了课程如何尊重和满足儿童的差异性特点和多样性需求，如何多维度地通过与儿童的对话和合作，为儿童提供更多的课程选择权利，从而使儿童的个性得到更充分更主动的发展。  相似文献   

Confusion and complex learning during interactions with computer learning environments     

Blair Lehman  Sidney D'Mello  Art Graesser 《The Internet and Higher Education》2012,15(3):184-194

Folk wisdom holds that being confused is detrimental to learning. However, research on emotions and learning suggest a somewhat more complex relationship between confusion and learning outcomes. In fact, it has been proposed that impasses that trigger states of cognitive disequilibrium and confusion can create opportunities for deep learning of conceptually difficult content. This paper discusses four computer learning environments that either naturally or artificially induce confusion in learners in order to create learning opportunities. First, an Intelligent Tutoring System called AutoTutor that engenders confusion through challenging problems and vague hints is described. The remaining three environments were specifically designed to induce confusion through a number of different interventions. These interventions include device breakdowns, contradictory information, and false feedback. The success and limitations of confusion induction and the impact of confusion resolution on learning are discussed. Potential methods to help learners productively manage their confusion instead of being hopelessly confused are also discussed.  相似文献