An ELITE service model: Creating and implementing a peer-to-peer library tech support team     

Christine R. Elliott  R. Todd Vandenbark  Stephanie TeKippe 《College & Undergraduate Libraries》2018,25(2):110-121

Academic libraries are providing technical support and assistance to their patrons using models such as the information commons, learning commons, and designated service points. Applying a constructivist, experiential approach, one small liberal arts college created a team of students to provide peer-to-peer tech support in response to an influx of new technology resources and equipment available for checkout. This team has provided much-needed services to the campus and an important professional development opportunity for its members. This experience offers a useful example for implementing in-house technical support in libraries at similar institutions.  相似文献   

Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities     

James B. Hale  Catherine A. Fiorello  Ron Dumont  John O. Willis  Christopher Rackley  Colin Elliott 《Psychology in the schools》2008,45(9):838-858

Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.  相似文献   

Goal orientations in Russian university students: from mastery to performance?     

Richard Remedios  Zoya Kiseleva  Joe Elliott 《教育心理学》2008,28(6):677-691

Research in the UK has shown that students start their university career with the goal of mastering their subject, but this focus shifts as they progress through their degree program. Studies have suggested that unlike students in the UK, Russian students continue to take a strong mastery approach to their work. The main aim of this study was to assess whether the effects observed in UK studies could be found in a Russian context. In a cross‐sectional study, 618 students across four years of a degree program in a Russian university completed an achievement‐goal questionnaire. Results revealed patterns similar to the studies in the UK; Russian students’ levels of mastery were significantly lower after Year 1. The results are discussed in terms of potential changes in Russian culture. Methodological issues relating to the relative failure of some questionnaire items to validate fully within their hypothesised constructs are also discussed.  相似文献   

Evaluating the validity of the Automated Working Memory Assessment     

Tracy P. Alloway  Susan E. Gathercole  Hannah Kirkwood  Julian Elliott 《教育心理学》2008,28(7):725-734

The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC‐IV Working Memory Index. The educational implications are discussed.  相似文献   

The influence of stirring on the rate and course of development     

S.E. Sheppard  Felix A. Elliott 《Journal of The Franklin Institute》1924,198(3):333-343

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The influence of elbow joint kinematics on wrist speed in cricket fast bowling     

Kane Jytte Middleton  Jacqueline Anne Alderson  Bruce Clifford Elliott  Peter Michael Mills 《Journal of sports sciences》2015,33(15):1622-1631

This modelling study sought to describe the relationships between elbow joint kinematics and wrist joint linear velocity in cricket fast bowlers, and to assess the sensitivity of wrist velocity to systematic manipulations of empirical joint kinematic profiles. A 12-camera Vicon motion analysis system operating at 250 Hz recorded the bowling actions of 12 high performance fast bowlers. Empirical elbow joint kinematic data were entered into a cricket bowling specific “Forward Kinematic Model” and then subsequently underwent fixed angle, angular offset and angle amplification manipulations. A combination of 20° flexion and 20° abduction at the elbow was shown to maximise wrist velocity within the experimental limits. An increased elbow flexion offset manipulation elicited an increase in wrist velocity. Amplification of elbow joint flexion–extension angular displacement indicated that, contrary to previous research, elbow extension range of motion and angular velocity at the time of ball release were negatively related to wrist velocity. Some relationships between manipulated joint angular waveforms and wrist velocity were non-linear, supporting the use of a model that accounts for the non-linear relationships between execution and outcome variables in assessing the relationships between elbow joint kinematics and wrist joint velocity in cricket fast bowlers.  相似文献   

Educational action research as the quest for virtue in teaching     

John Elliott 《Educational Action Research》2015,23(1):4-21

Curriculum aims often remain unrealised aspirations. This is because the values and principles implicit in them fail to get articulated in forms that can effectively inform and guide the practice of teaching. Ideas such as ‘learner-centred education’, ‘independent/autonomous learning’, ‘self-directed learning’, ‘enquiry/discovery learning’, ‘collaborative learning’, ‘active learning’ and ‘learning with understanding’ refer to critical aspects of the learning process rather than its outcomes. While often enthusiastically embraced by teachers, they rarely get realised in appropriate forms of virtuous action. Such is the power of an outcomes-based model of teaching and learning to shape the practice of teaching. This paper cites examples of curriculum design that specify the pedagogical values and principles implicit in various educational aims, and shows how they can provide a basis for practical experiments by teachers in their classrooms and schools, in a quest to transform their teaching into concrete forms of virtuous action. Indeed, the paper depicts a number of actual action research projects in which teachers generated some common insights into how to transform their teaching into the practice of virtue in education. It also explores the role of theory-informed action research in developing teaching as a virtuous form of action.  相似文献   

Lights,camera, active! appreciation of active learning predicts positive attitudes towards lecture capture     

Nordmann  Emily  Clark  Anne  Spaeth  Elliott  MacKay  Jill R. D. 《Higher Education》2022,83(3):481-502

Higher Education - Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by...  相似文献   

Performance tolerance and boat set-up in elite sprint kayaking     

Ong K  Elliott B  Ackland T  Lyttle A 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):77-94

The aim of this study was to examine the inter-relationship between athlete morphology, equipment set-up and performance in elite sprint kayaking. Correlations applied to data from the 2000 Olympics were used to select the most important links between morphology and boat set-up--paddle grip width and foot-bar distance. Associations between body size and the above selected equipment set-ups were calculated using a Pearson correlation matrix, to facilitate the logical selection of independent variables as input for regression analyses. Significant (p < 0.01) regression equations were developed for the prediction of foot-bar distance (r2 = 0.589: standard error of estimate (SEE) = 4.48) and paddle grip width (r2 = 0.541: SEE = 3.08). Three national-standard sprint kayakers used their preferred set-up together with modifications of their predicted set-up, derived from Olympic data, to test performance tolerance in sprint kayaking. Mean coefficients of multiple determination over three trials for the three paddlers of 0.91, 0.91 and 0.92 for left paddle force, right paddle force, and paddle angle at water entry, respectively, were recorded when using their preferred set-up. These data showed that the paddlers produce consistent patterns of motion. The intervention of altering the boat set-up resulted in varying changes to boat speed. The mean preferred speed for the three paddlers of 4.47 m/s was reduced by 0.07 and 0.10 m/s when the above boat set-up was modified to a predicted and 'predicted plus one standard deviation'respectively. These changes in boat speed were the result of alterations in the mechanics of paddling technique.  相似文献