Premotor and Motor Reaction Time As a Function of Response Complexity     

Robert W. Christina  Debra J. Rose 《Research quarterly for exercise and sport》2013,84(4):306-315

Abstract

Two experiments were conducted to identify the response elements responsible for the complexity effect found by Henry and Rogers (1960). An attempt was made to determine if these elements were affecting the premotor time component of simple reaction time (SRT). If they were, a strong case could be made for the argument that neuromotor programming time was affected because premotor time is a more exact estimate of it than SRT. The results revealed that premotor time was unaffected by a forward change in movement direction, but increased as the number of movement parts increased from one to two and as the demand for movement accuracy increased. Thus, increasing the (1) number of parts and (2) accuracy demands were identified as elements of response complexity which increase programming time and support Henry and Rogers (1960) hypothesis that the time to initiate a response becomes longer as the programming process become more complex.  相似文献   

Memory Drum Theory's C Movement     

Mark G. Fischman  Robert W. Christina  Greg J. Anson 《Research quarterly for exercise and sport》2013,84(3):312-318

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Exploring Instructional Practices in a Spanish/English Bilingual Classroom Through Sitios y Lenguas and Testimonio     

Gabriela Romero  Christina Passos DeNicolo  Claudia Fradkin 《The Urban Review》2016,48(3):440-462

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Unravelling the gender bind,uncovering the heterogeneity of domination     

Susan Murphy  Dativa Shilla  Consolata Chua  Christina Raphael  Niamh O'Rourke  Molly Middlehurst-Schwartz 《比较教育学》2019,55(2):264-280

ABSTRACT

Gender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania.  相似文献   

Impacts of an Early Childhood Mathematics and Science Intervention on Teaching Practices and Child Outcomes     

Jessica V. Whittaker  Mable B. Kinzie  Virginia Vitiello  Jamie DeCoster  Christina Mulcahy  Emily A. Barton 《Journal of research on educational effectiveness》2020,13(2):177-212

abstract

This randomized controlled trial examined effects of the MyTeachingPartner-Math/Science intervention on the quality and quantity of teachers’ mathematics and science instruction, and children’s mathematics and science outcomes in 140 pre-kindergarten classrooms. Teachers participated in the intervention for two years with consecutive cohorts of children. Results from Year 1 are considered experimental, however due to high levels of attrition, results from Year 2 are considered quasi-experimental. Across both years, intervention teachers exhibited higher quality and quantity of instruction. In Year 1, there were no significant effects of the intervention on children’s outcomes. In Year 2, children in intervention classrooms made greater gains in teachers’ ratings of mathematics and science skills and performed better on a spring assessment of science skills. These results have implications for designing and evaluating professional development aimed at supporting children’s mathematics and science knowledge and skills.  相似文献   

Epistemologies in practice: Making scientific practices meaningful for students     

Leema K. Berland  Christina V. Schwarz  Christina Krist  Lisa Kenyon  Abraham S. Lo  Brian J. Reiser 《科学教学研究杂志》2016,53(7):1082-1112

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Models in Physics, Models for Physics Learning, and Why the Distinction may Matter in the Case of Electric Circuits   总被引：1，自引：0，他引：1  

Christina Hart 《Research in Science Education》2008,38(5):529-544

Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community, these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models. Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes. In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational ends.

Christina HartEmail:

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Examining the relationship between perceptions of teaching self-efficacy,school support and teacher and paraeducator burnout in a residential school setting     

Tia Navelene Barnes  Christina Cipriano  Kathleen McCallops  Cara Cuccuini-Harmon  Susan E. Rivers 《Emotional and Behavioural Difficulties》2018,23(3):284-295

Despite teacher self-efficacy and burnout’s influence on student outcomes, little research has been conducted on teacher self-efficacy and burnout in residential treatment schools. This study attempts to fill this need by examining the self-efficacy and burnout of teachers and paraeducators in a residential treatment school in the United States. We explore the relationships between educators’ perceptions of school supports and educators’ sense of self-efficacy and burnout Our results revealed that while educators’ perceptions of school supports were not related to educators’ sense of efficacy, there was a significant relationship between educators’ perceptions of school supports and reported levels of burnout. Educators who reported lower levels of school supports had high levels of burnout. We discuss implications for larger studies on this topic and for supporting educator well-being in residential treatment schools.  相似文献   

Exploring the relationship between physics-related epistemological beliefs and physics understanding     

Christina Stathopoulou  Stella Vosniadou 《Contemporary educational psychology》2007

Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education.  相似文献   

For children only? Effects of the KiVa antibullying program on teachers     

Annarilla Ahtola  Anne Haataja  Antti Kärnä  Elisa Poskiparta  Christina Salmivalli 《Teaching and Teacher Education》2012

The effects of an antibullying program, KiVa, on Grade 1–3 teachers' perceptions of bullying were investigated. Data were gathered from 128 teachers in 33 intervention schools and 110 teachers in 29 control schools. Two-level regression models showed that, at the end of the intervention year, self-evaluated competence to tackle bullying was at a higher level in the intervention schools than in the control schools. In addition, in the intervention schools, participation in KiVa activities was associated with teacher perceptions of bullying. The need to take teacher and organization perspectives into consideration in future whole-school intervention studies is discussed.  相似文献