An After-School Program for Interpreting Local History     

Barbara J. Michels  Debra K. Maxwell 《TechTrends》2006,50(2):62-66

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The effects of using graphing calculators to enhance college students' performance in precalculus     

Antonio R. Quesada  Mary E. Maxwell 《Educational Studies in Mathematics》1994,27(2):205-215

This study extended through three academic semesters and involved 710 subjects. It compared the performance of college students taught precalculus using a graphing calculator and a textbook written to be used with a graphing utility, to the performance of students using the traditional approach, a regular textbook, and a scientific calculator. On a comprehensive common final exam, students who were taught precalculus using the graphing calculator had significantly higher scores than those taught by traditional methods.PosthumousPreliminary partial results of this experiment were presented at the Fourth Annual International Conference on Technology in Collegiate Mathematics, Portland, Oregon, November 15–17,1991.  相似文献   

Analyzing Instructionally Focused Education Systems: Exploring the Coordinated Use of Complementary Frameworks     

Donald J. Peurach  Maxwell M. Yurkofsky  Naomi Blaushild  Daniella Hall Sutherland  James P. Spillane 《Peabody Journal of Education》2020,95(4):336-355

ABSTRACT

Public school districts have been operating under a decade’s long press to move beyond functioning as engines of access-oriented mass public schooling to functioning as instructionally focused education systems pursuing educational excellence and equity. This press has researchers developing analytic frameworks useful for examining different ways that districts are responding. Even so, limitations in individual frameworks suggest a need to explore the coordinate use of complementary frameworks to support more comprehensive examinations of districts. This analysis explores the coordinated use of a “coupling framework” and a “systems framework” to analyze efforts in two districts to improve educational quality and to reduce disparities. Findings suggests that the coordinated use of the coupling and systems frameworks supports deeper analyses of instructional organization and management than either framework would on its own, and that further incorporating quality and equity frameworks would support still-deeper analyses. From the perspective of this issue of the Peabody Journal of Education (PJE), the implication is that elaborating new institutional theory to capture micro-level variation in response to macro-level dynamics is but one challenge faced by organizational researchers in education, and that the deeper challenge lies in considering alternative world views—paradigmatic assumptions—underlying the use of singular and complementary analytic frameworks.  相似文献   

Israeli teachers make sense of global citizenship education in a divided society- religion,marginalisation and economic globalisation     

Heela Goren  Claire Maxwell  Miri Yemini 《比较教育学》2019,55(2):243-263

ABSTRACT

Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.  相似文献   

Being taught to learn together: an ethnographic study of the curriculum in two Chinese kindergartens     

Fengling Tang  Shirley Maxwell 《Early Years: An International Journal of Research and Development》2007,27(2):145-157

This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of ‘semi‐participant’ observations, semi‐structured interviews, daily conversations and open‐ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over‐emphasis on children's knowledge‐based study to support for children's harmonious overall development, also contributes to this tension.  相似文献   

Publishing and Mass Communications     

John P. Dessauer  Charles A. Madison  Bert Cowlan  Dennis Foote  Charles S. Steinberg  Maxwell Sackheim 《Communication Booknotes Quarterly》2013,44(2):22-24

John P. Dessauer's Book Publishing: What it Is What it Does (New York: R.R. Bowker Co., 1974—$11.95)

Charles A. Madison's Irving to Irving: Author-Publisher Relations 1800-1974 (New York: R.R. Bowker, 1974– $19.95).

The American Film Institute Guide to College Courses in Film and Television (Washington, D.C.: Acropolis Books, 1975—$6.95, paper)

Bert Cowlan and Dennis Foote's A Case Study of the ATS-6 Health Education and Telecommunications Projects (Washington: Office of Education and Human Resources, Bureau for Technical Assistance, Agency for International Development, 1975—no cost given, paper).

Charles S. Steinberg's The Creation of Consent: Public Relations in Practice (New York: Hastings House, 1975—$13.50/6.95).

Maxwell Sackheim's My First 65 Years in Advertising (Blue Ridge Summit, Pa.: TAB Books, 1975—$9.95/5.95).

Sherman Briscoe's Black Press Information Handbook: 1974-75 (National Newspaper Publishers Association, 770 National Press Building, Washington D.C. 20004—$5.00, paper)  相似文献   

The party agendas in the 1992 Taiwan legislative election a content analysis of the Television Political party Advertisements (TPPA)     

Pu‐tsung King  Maxwell McCombs 《亚洲交流杂志》2013,23(1):77-98

With a research design that combines a content analysis of the 1992 Television Political Party Advertising (TPPA) and a public opinion survey, this study not only examines the issue agendas of the two major political parties, the Kuomintang (KMT) and the Democratic Progressive Party (DPP) in their political ads, but also investigates the match between the public agenda and the party issue agendas in the 1992 legislative election. In addition, the types of, and appeals and semantic frames in, the political ads were analysed.

Study results showed that ‘single issue theory’ was reflected in the Taiwanese television political ads. Both the KMT and the DPP put emphasis on only just a few issues rather than a plethora of issues. The KMT agenda was found to match the public agenda better than did the DPP agenda. However, the DPP performed better than the KMT in terms of the campaign strategy of their political advertising. Like most incumbents, the KMT favoured positive ads and the DPP, like most opposition parties, favoured negative ads. But the DPP adroitly employed indirect attack in negative ads which helped avoid possible audience backfire. By contrast, the KMT ads failed to break free with past cliched ads.  相似文献   

Probing the allocation of attention in implicit (motor) learning     

W. K. Lam  J. P. Maxwell  R. S. W. Masters 《Journal of sports sciences》2013,31(14):1543-1554

Abstract

We investigated the attention demands associated with implicit and explicit (motor) learning and performance using a probe reaction time paradigm. Two groups of participants learned a golf putting task over eight blocks of 50 trials performed from different distances. One group (errorless learning) began putting from the shortest distance (25 cm) and moved progressively back to the furthest distance (200 cm). A second group (errorful learning) began putting from the furthest distance (200 cm) and moved progressively closer (25 cm). Retention tests were used to assess learning in the two conditions, followed by transfer tests in which participants used either an unusual putter or a very unusual putter. Transfer to the unusual putters had an equivalent effect on the performance of both errorless and errorful learners, but probe reaction times were unaffected in the errorless learners, suggesting that execution of their movements was associated with reduced attention demands. Reducing errors during initial learning trials may encourage an implicit mode of learning and lower the demand for cognitive resources in subsequent performance.  相似文献   

Peak power output provides the most reliable measure of performance in prolonged intermittent-sprint cycling     

Mark Hayes  Drew Smith  Paul C. Castle  Peter W. Watt  Emma Z. Ross  Neil S. Maxwell 《Journal of sports sciences》2013,31(5):565-572

Abstract

The aims of this study were to determine the reliability of an intermittent-sprint cycling protocol and to determine the efficacy of one practice session on main trials. Eleven men, moderately trained team-sport athletes, completed three visits to the laboratory involving a graded-exercise test and practice session and two trials of a Cycling Intermittent-Sprint Protocol separated by three days. Data for practice and main trials were analysed using typical error of measurement, intra-class correlation and least-products regression to determine reliability. Typical error of measurement (expressed as a coefficient of variation) and intra-class correlation for peak power output from all 20 sprints for trial 1 and trial 2 were 2.9 ± 12.8% (95% confidence interval: 2.0–5.0%) and 0.96 (95% confidence interval: 0.85–0.99), respectively. Typical errors of measurement and intra-class correlation for mean power output for all 20 sprints for trials 1 and 2 were 4.2 ± 11.9% (95% confidence interval: 2.9–7.4%) and 0.90 (95% confidence interval: 0.66–0.97), respectively. The results suggest that peak power output provides a more reliable measure than mean power output. The Cycling Intermittent-Sprint Protocol provides reliable measures of intermittent-sprint performance.  相似文献   

Forthcoming events     

J. M. Poolton  J. P. Maxwell  R. S. W. Masters  M. Raab 《Journal of sports sciences》2013,31(1):89-99

Abstract

We conducted two experiments to assess the effect attentional focus has on learning a complex motor skill and subsequent performance under secondary task loading. Participants in Experiment 1 learnt a golf putting task (300 practice trials) with a single instruction to either focus on their hands (internal focus) or the movement of the putter (external focus). No group differences were evident during learning or retention. Differences between the groups were only apparent under secondary task load; the external group's performance remained robust, while the internal group suffered a drop in performance. Verbal protocols demonstrated that the internal group accumulated significantly more internal knowledge and more task-relevant knowledge in general than the external group. Experiment 2 was designed to establish whether greater internal focus knowledge or greater explicit rule build up in general was responsible for performance breakdown. Two groups were presented with a set of six internal or external rules. Again, no performance differences were found during learning or retention. During the secondary task, both groups experienced performance deterioration. It was concluded that accumulation of explicit rules to guide performance was responsible for the internal group's breakdown in performance under secondary task loading and may be responsible for some of the performance differences reported previously.  相似文献