Conditioned flavor preferences as a function of deprivation level: Preferences or aversions?     

David H. Campbell  Elizabeth Deutsch Capaldi  David E. Myers 《Learning & behavior》1987,15(2):193-200

Rats tend to prefer flavors previously consumed under low deprivation to flavors previously consumed under high deprivation (Capaldi & Myers, 1982). We attempted to distinguish among possible associative explanations by determining whether this conditioning phenomenon was based upon conditioned preferences, conditioned aversions, or both. We compared preference for flavors presented exclusively under either high or low deprivation with preference for a neutral flavor. In Experiments 1A and 1B the neutral flavor was one that had been randomly paired with both high and low deprivation, whereas in Experiments 2 and 3 the neutral flavors had not been associated with either high or low deprivation. Our results strongly suggest that this conditioning phenomenon is based upon an actual increase in preference for the flavor consumed under low deprivation rather than on any form of aversion conditioning.  相似文献   

From conception to performance: How undergraduate students conceptualise and construct essays   总被引：1，自引：0，他引：1  

Jennifer Campbell  David Smith  Ross Brooker 《Higher Education》1998,36(4):449-469

Interviews with forty six undergraduate students enrolled in either first or third year of a Bachelor of Education explored how they conceptualised and undertook an essay writing task. The conceptual structure of their essays was analysed using the SOLO Taxonomy. Comparisons between students who wrote essays of differing levels of complexity revealed that there were major differences between students at every stage of the essay writing process. Compared to students writing essays with simple conceptual structures, students writing more complex essays engaged in processes of reconstruction rather than knowledge telling, put more effort into finding references, used organisational systems for integrating their notes according to topics or themes, built arguments rather than presented information when structuring and drafting their essays, were concerned with improving ideas and arguments as well as mechanics when revising their essays, had a more sophisticated understanding of the concepts underlying the assessment criteria, and expected and received higher grades. The results suggest a developmental process in underlying conceptualisations of both the body of knowledge forming the content of the essay, and the essay writing processes themselves. As such, attempts to improve students' essay writing skills need to shift from a focus on discrete skills to an emphasis on the relationship between students' understanding of the content and their ability to write about it. As part of the writing process, students need help building understandings representing the body of knowledge they are writing about, and this help needs to be geared to their current level of operation.  相似文献   

The Effect of Private School Vouchers on Political Participation: Experimental Evidence From New York City     

Deven Carlson  Matthew M. Chingos  David E. Campbell 《Journal of research on educational effectiveness》2017,10(3):545-569

In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer—and the private school attendance it induced—on later-life voter registration and turnout outcomes. Our results demonstrate that the voucher intervention had no effect on registering to vote or voting in any of several elections for either the full sample or any of several demographic subgroups. Although unique aspects of the SCSF context impose limits on the scope of our results, they have clear implications for assessing the relative effectiveness of public and private schools in preparing democratic citizens. We close the paper by discussing the implications of the results for research and policy.  相似文献   

Teamwork and Entrepreneurial Behavior among K-12 Teachers in the United States     

Roque do Carmo Amorim Neto  Vinícius Picanço Rodrigues  Kathryn Campbell  Meaghan Polega  Torrie Ochsankehl 《The Educational forum》2020,84(2):179-193

Abstract

This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367?K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.  相似文献   

Higher education experiences of elite student-para-athletes in the UK     

Natalie Campbell 《Journal of Further & Higher Education》2018,42(6):769-783

This article presents the narrative accounts of six elite student-para-athletes attending higher education full time in the UK. Whilst literature concerning the student-athlete population in the UK is growing, there is no research at present that brings to the fore the voices of student-athletes who represent their country in Paralympic sports. In addition, research concerning the experiences of higher education students with disabilities in the UK is heavily concerned with the experience of learning as opposed to the more nuanced experiences of ‘being’ a university student. Accounts concerning the lived experience of higher education were gathered via semi-structured interviews and analysed through a process of interpretative phenomenological analysis producing an intricate, intimate and personal theme for each participant. Analysed and presented as individual case studies, the research demonstrates the uniqueness of experience despite the existence of common and shared life environments. The accounts explore three life-worlds – university, elite sport and disability – and expose the difference in meaning-making by each participant to the identities of ‘athlete’, ‘student’ and ‘disabled’, specifically within the context of higher education. The accounts are presented as three themes that illuminate the contrast in experience: (1) university as a normative and positive experience; (2) university as a disappointing and hindering experience; and (3) university as an experience of personal salvation and purpose. Findings are mapped to the social-relational model of disability to better understand the relationship between individual perception, impairment and environment.  相似文献   

Philosophical and Historical Perspectives on Student Boredom     

Campbell F. Scribner 《Educational theory》2019,69(5):559-580

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Joseph Priestley's soda water     

W.A Campbell 《Endeavour》1983,7(3):141-143

This year is the 250th anniversary of the birth of Joseph Priestley. The occasion has been celebrated with many commemorative meetings and publications, swelling an already substantial and comprehensive literature devoted to his life and work. In this article marking the occasion the author has chosen to describe an interesting facet of Priestley's work which is not generally familiar.  相似文献   

Improving Elementary School Science Teaching by Cross-Level Mentoring     

Arnold I. Feldman  Robert L. Campbell  Morris K. Lai 《Journal of Science Teacher Education》1999,10(1):55-67

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Bacchus,M. Kazim. 1994. Education as and for Legitimacy. Developments in West Indian Education between 1846 and 1895     

Campbell  Carl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):278-279

International Review of Education -  相似文献   

Four dialogues and metalogues about the nature of science     

Professor Wolff-Michael Roth  Campbell J. McRobbie  Keith B. Lucas 《Research in Science Education》1998,28(1):107-118

We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge. The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use “belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21)  相似文献