Assessment Theory and Research for Classrooms: From Taxonomies to Constructing Meaning in Context     

Carol Kehr Tittle  Deborah Hecht  Patrick Moore 《Educational Measurement》1993,12(4):13-19

Why should we take a broader view of assessment theory and research when constructing measures of school achievement? How might we incorporate a learner's awareness of his or her own learning strategies into the assessment process? How could an assessment developer combine the use of psychological constructs and varying contexts for learning in the assessment of competence in mathematics?  相似文献   

Screen design for computer-based training and interactive video: Practical suggestions and overall guidelines     

William D. Milheim  Carol Lavix 《Performance Improvement》1992,31(5):13-21

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Mathematics test color and student performance     

Carol J. Fry 《Performance Improvement》1990,29(1):32-34

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Chronic ingestion of a low dose of caffeine induces tolerance to the performance benefits of caffeine     

Ross Beaumont  Philip Cordery  Mark Funnell  Stephen Mears  Lewis James  Phillip Watson 《Journal of sports sciences》2017,35(19):1920-1927

This study examined effects of 4 weeks of caffeine supplementation on endurance performance. Eighteen low-habitual caffeine consumers (<75 mg · day^?1) were randomly assigned to ingest caffeine (1.5–3.0 mg · kg^?1day^?1; titrated) or placebo for 28 days. Groups were matched for age, body mass, V?O_2peak and W_max (P > 0.05). Before supplementation, all participants completed one V?O_2peak test, one practice trial and 2 experimental trials (acute 3 mg · kg^?1 caffeine [precaf] and placebo [testpla]). During the supplementation period a second V?O_2peak test was completed on day 21 before a final, acute 3 mg · kg^?1 caffeine trial (postcaf) on day 29. Trials consisted of 60 min cycle exercise at 60% V?O_2peak followed by a 30 min performance task. All participants produced more external work during the precaf trial than testpla, with increases in the caffeine (383.3 ± 75 kJ vs. 344.9 ± 80.3 kJ; Cohen’s d effect size [ES] = 0.49; P = 0.001) and placebo (354.5 ± 55.2 kJ vs. 333.1 ± 56.4 kJ; ES = 0.38; P = 0.004) supplementation group, respectively. This performance benefit was no longer apparent after 4 weeks of caffeine supplementation (precaf: 383.3 ± 75.0 kJ vs. postcaf: 358.0 ± 89.8 kJ; ES = 0.31; P = 0.025), but was retained in the placebo group (precaf: 354.5 ± 55.2 kJ vs. postcaf: 351.8 ± 49.4 kJ; ES = 0.05; P > 0.05). Circulating caffeine, hormonal concentrations and substrate oxidation did not differ between groups (all P > 0.05). Chronic ingestion of a low dose of caffeine develops tolerance in low-caffeine consumers. Therefore, individuals with low-habitual intakes should refrain from chronic caffeine supplementation to maximise performance benefits from acute caffeine ingestion.  相似文献   

The human side of front-end analysis: A conversation with “kate and george” as recorded by andy,the latest training android in production     

Carol Giffin-Jeansonne  Stephen B. Stum 《Performance Improvement》1986,25(9):1-4

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Beginning school age and academic achievement     

Carol Dietz  Barry J. Wilson 《Psychology in the schools》1985,22(1):93-94

One hundred and seventeen students who began kindergarten in 1978-79 were studied to determine effects of beginning school age and gender on later school achievement and retention in grade. No significant differences among the three age groups were found at kindergarten, 2nd, or 4th grade. Differences in achievement between boys and girls were noted. Results are similar to those of other recent studies and suggest that parents and teachers may be unduly cautious when delaying the entry of children to school on the basis of chronological age considerations. Local district studies are recommended.  相似文献   

Characteristics of frequently cited articles related to children's emotional/behavioral disorders     

H. Lee Swanson  Carol Sue Butts  Gary E. Lewis 《Psychology in the schools》1987,24(4):364-371

The purpose of this article was to identify and characterize frequently cited journal publications in the field of emotional/behavioral disorders in children from 1976 to 1985. Based on the frequency of citations in the Social Science Citation Index, 25 frequently cited articles were identified. These articles were compared with randomly selected articles on a number of characteristics (e.g., funding source, research design, statistical method). Implications related to the characteristics and quality of articles that influence the field of emotional/behavioral disorders were discussed.  相似文献   

Introduction: On First Ladies,Duchesses, and Bawses—Black Womanhood Rebooted     

Carol E. Henderson 《Journal of American culture (Malden, Mass. : 2003)》2019,42(1):3-9

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Speaking Personally–With Mary Ann Wolf     

Carol Rogers-Shaw 《The American journal of distance education》2018,32(2):150-155

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Becoming a successful school leader: developing new insights     

Carol Chambers 《Education 3-13》2019,47(1)

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