A constructivist model of an online course     

Barbara Lewis  Barbara Spector  Ruth Burkett 《TechTrends》2001,45(1):37-37

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Cortisol Release in Infants in Response to Inoculation   总被引：1，自引：0，他引：1  

Michael Lewis  David Thomas 《Child development》1990,61(1):50-59

Using a cross-sectional design, salivary cortisol was obtained from infants aged 2, 4, and 6 months, prior to and 15 min following an inoculation. Cortisol rose significantly following inoculation. Behavioral responses to inoculation were consistent with the observed patterns of cortisol release. Cortisol base level was significantly and negatively related to the cortisol change score. At 6 months the basal levels also were influenced by an adult-like circadian rhythm; infants tested shortly after awakening had higher basal levels than those tested later in the day. These data provide strong evidence that studies of stress and cortisol release in infants must be sensitive to basal level, circadian rhythm, and behavioral effects, and that appropriate statistical procedures should be employed.  相似文献   

Redefining ‘community’ through collaboration and co-teaching: a case study of an ESOL specialist,a literacy specialist,and a fifth-grade teacher     

Afra Ahmed Hersi  Deborah A. Horan  Mark A. Lewis 《Teachers and Teaching》2016,22(8):927-946

This article explores the development of a professional learning community through a case study of three teachers – an ESOL specialist, a literacy specialist, and a fifth-grade teacher – who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their specialized disciplinary knowledge of students and expanding the application of reading strategies during language arts. Concurrently, opportunities for revising curriculum and instruction remained unrealized, as teachers struggled to negotiate roles and responsibilities within the top-down administratively initiated collaboration that required redefining their professional community. Implications and recommendations are discussed.  相似文献   

Reviews     

Rene Boote  Christine Lewis  P. D. Pumfrey  Airinne Ryan 《Literacy》1978,12(1):44-51

Marcus , Marie (1977). Diagnostic Teaching of the Language Arts. Ball , F. (1977). The Development of Reading Skills, A Book of Resources for Teachers. Hart , N. W. M., Walker , R. F. and Gray , B. (1977). The language of children: A key to literacy. Berg , Leila (1977). Reading and loving.  相似文献   

Using benefit-cost analysis in special education     

D R Lewis  R H Bruininks  M Thurlow  K McGrew 《Exceptional children》1988,55(3):203-214

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Changing patterns in community attitudes to child abuse     

Ian C. Lewis 《Child abuse & neglect》1981,5(1):19-22

Tasmania is the island state of Australia with a population of 416,000 people. A statewide programme on child abuse was commenced with the passing of a Child Protection Act in 1974. The results of the introduction of education programmes for professional groups and of providing information for the community have been analysed. Since 1972 notifications of suspected cases of child abuse have risen sixfold, but even now there are fewer cases reported in areas away from the main professional centre in the state. In the types of abuse being reported, there has been a sharp rise in self referrals and children deemed to be at risk. Sexual abuse may have been dealt with by other agencies before, but is now being notified. There has been a change in the age groups of children coming under notice with an increase in those between 2 and 12 years and a fall in those 0–2 years. The proportions of notifications from the various agencies have changed with considerably more coming from self referrals, from community referrals and from the education services. These trends would seem to indicate that both the professionals and the community are more aware of child abuse than formerly.  相似文献   

Combined online and in‐class pretesting improves exam performance in general psychology     

Arnold Lewis Glass  Gary Brill  Margaret Ingate 《教育心理学》2008,28(5):483-503

This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces.  相似文献   

Research and theory department: On giving pre-tests     

James M. Lewis 《Performance Improvement》1980,19(2):40-43

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Some reflections on advice giving     

Brian Lewis 《Performance Improvement》1974,13(7):9-11

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From where I sit     

Lewis Eigen 《Performance Improvement》1969,8(6):5-9

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