Feeding ecology and laboratory predatory behavior toward live and artificial moving prey in seven rodent species     

William Timberlake  Donna L. Washburne 《Learning & behavior》1989,17(1):2-11

The present research related the feeding ecology of seven rodent species to the reactions of laboratory-reared and prey-inexperienced members of each species both to live prey and to an artificial moving stimulus predicting food pellets. Feeding ecology was determined by the degree of carnivory, based on reported stomach contents and observations of feeding. Experiment 1 assessed predatory reactions to a live cricket placed in each animal’s home cage. Killing and latency of eating the cricket were directly related to the degree of reported carnivory on moderately fast-moving arthropods. Experiment 2 examined behavior toward a rolling ball bearing that predicted delivery of food. Average percentages of trials with approach or contact of the bearing, and the conditional probability of a mouth contact were all positively related to the degree of reported carnivory and to cricket predation in Experiment 1. In addition, the topography of ball bearing contact for a species often resembled its topography of cricket contact. We conclude that (1) rodent predatory behavior can be studied in the laboratory using appropriate artificial stimuli and prey-inexperienced subjects, and (2) the predatory behavior of a species is based on underlying appetitive organization related to carnivory, including differential sensitivity to stimulus movement, motor preorganization, and susceptibility to conditioning. This appetitive organization appears to influence responding to both live and artificial prey.  相似文献   

Student experiences of NAPLAN: sharing insights from two school sites     

Katharine Swain  Donna Pendergast  Joy Cumming 《The Australian Educational Researcher》2018,45(3):315-342

This paper provides insight into middle school students’ perceptions and reactions to their participation in the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students’ NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape.  相似文献   

The determinants of random choice     

Donna Bryant  Russell M. Church 《Learning & behavior》1974,2(4):245-248

The purpose of the present experiment was to describe a pattern of reinforcement sufficient to produce an unpredictable pattern of choice response by rats. On each trial two levers were inserted into an experimental chamber. If the reinforcement was always contingent upon single alternation (a simple pattern), Ss learned to alternate at significantly better than chance level; if reinforcement was contingent upon alternation on 50% of the trials (an insoluble pattern), Ss developed a position preference. To produce apparently random responding, the less preferred response (an alternation) was differentially reinforced on 75% of the trials. A simple stochastic model adequately described the results.  相似文献   

Case study: One teacher’s odyssey through resistance and fear     

Donna J. McNierney 《TechTrends》2004,48(5):64-69

Conclusion As a teacher educator in this multi-dimensional information age, I must model instructional methods and develop activities in my classrooms which help future teachers understand that technology based instruction is no longer an option. It is a requirement. My instruction must help students rethink their prior classroom knowledge and experience and focus on how they can, now and in the future, teach their students using this new software and methodology and enable them to become literate citizens in a global world.  相似文献   

Negotiating a Local Pay for Performance Program Encouraged by State Mandate     

Sharon C. Conley  Jewell Gould  Donna E. Muncey  Noel White 《Journal of Personnel Evaluation in Education》2001,15(2):137-148

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Educating women about HIV/AIDS: some international comparisons     

Donna Bulman  Diana Coben  Nguyen Van Anh 《Compare》2004,34(2):141-159

This paper describes current trends in the HIV/AIDS epidemic. It looks at issues and strategies involved in educating women about HIV/AIDS in the context of the global pandemic, focusing particularly on Canada and Vietnam. These strategies are essential steps in preventing the spread of HIV and in caring for those who have already developed AIDS. The strategies identified include the formulation of public policy within Canada, Vietnam, and the UK which would strive to eliminate inequality and discrimination, while at the same time positioning HIV/AIDS education within a gender‐sensitive perspective. Other educational strategies include teaching women how to practise negotiated safety while understanding the power dynamics within which safer sex must occur, being sensitive to local cultures and moving away from individualistic programmes towards programmes that focus on structural inequalities.  相似文献   

Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties     

Frank R. Vellutino  Donna M. Scanlon  Haiyan Zhang  Christopher Schatschneider 《Reading and writing》2008,21(4):437-480

Entry-level kindergartners in classrooms from five middle class school districts were given a test of letter identification and children who scored at or below the 30th percentile on the test were classified as “at risk” for early reading difficulties. Half of these children were randomly assigned to a project-based intervention condition where they received supplementary intervention in small groups until the end of their kindergarten year. The other half received whatever remedial services were available at their home schools and literacy skills development in both groups was tracked throughout kindergarten. All available at-risk children were again assessed at the beginning of first grade and dichotomized into a “continued-risk” group and a “no-longer-at-risk” group using a composite measure of basic word level skills. Normal reader controls were also identified using the same measure. Children in the continued-risk group received either project-based intervention (one-to-one tutoring 30 min daily) or school-based intervention throughout first grade. Intervention for project treatment children was discontinued at the end of first grade and literacy development in all groups was tracked until the end of third grade. The present study focused on literacy development in children who received only project-based kindergarten intervention or both (project-based) kindergarten and first grade intervention, relative to the normal reader controls. Of special interest was the question of whether measures of response to intervention would more effectively distinguish between continued-risk and no-longer-at-risk children than would kindergarten screening measures, measures of intelligence, or measures of reading-related cognitive abilities. Results indicated that the RTI measures more effectively and more consistently distinguished between these two groups than did the psychometric measures.

Frank R. VellutinoEmail:

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Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing   总被引：1，自引：0，他引：1  

Randy Yerrick  Donna Ross  Philip Molebash 《Journal of Science Teacher Education》2005,16(4):351-375

This study examined the use of digital video editing as the main venue for fostering reflection. The impact of digital video editing technology on preservice teachers' beliefs included shifts in (a) reflections regarding children's thinking, (b) planning and instruction informed by reflection, and (c) notions of teaching expertise and requisite knowledge. Results were based on an instructional approach emphasizing the exploration of preservice teachers' own planning and teaching as they edited their own video accounts. These findings contrast typical video usage in teacher preparation in which teachers reflect upon the practice of others. Implications for teacher education programs and future research are discussed.  相似文献   

Working with toddlers in child care: Practitioners’ beliefs about their role     

Donna Berthelsen  Joanne Brownlee 《Early childhood research quarterly》2007

This exploratory research analyzes child care workers’ beliefs about the nature of their practice in center-based child care programs. Twenty-one female child care workers who worked with toddlers (aged 1 to 3 years) participated in the research. The participants were videoed in their practice and later interviewed about how good practice in child care could be described. In the interview, the video of participants’ practice was also reviewed to discuss salient videoed events to elicit further evidence about the nature and structure of beliefs that informed practice. The focus of the data analysis was to ascertain how affective, cognitive and executive functions of teaching in child care were represented in the practitioners’ beliefs and how well those beliefs were integrated into a relational structure. All child care workers identified the affective (care) function as a feature of their practice in working with toddlers. Fewer participants (71%) identified the cognitive (education) function or the executive function (38%) as features of their role. Only two child care workers were judged to have a highly sophisticated and relational belief structure integrating affective, cognitive, and executive functions in how they discussed their practice with toddlers. Greater emphasis in professional training for work in child care settings should be placed on exploring the expectations and beliefs that child care workers hold about their role in teaching young children and how that role is instrumental in supporting early learning.  相似文献   

Emerging issues concerning the future directions of Australian senior science education: The Queensland experience     

Dr. Donna Satterthwait  Dr. Jim Butler  Dr. Warren Beasley 《Research in Science Education》1993,23(1):252-258

Australia's changing political, social and economic agendas have triggered a critical analysis of school curriculum. Part of this consideration has been concern over the future of science education within the context of senior schooling. Following the completion of the Senior Science Future Directions Project commissioned by the Queensland Board of Senior Secondary School Studies, fifteen issues were identified. These issues, grouped by the needs of the science disciplines, society and the individual student, are discussed with the view of understanding the future design of senior science syllabuses. Specializations: biology teacher education, science curriculum development. Specializations: professional development, curriculum design and evaluation. Specializations: professional development, science teaching.  相似文献