Beyond Learning About the Brain: A Situated Approach to Training Teachers in Mind,Brain, and Education     

Lisa B. Carey  Jonathan Schmidt  Aila K. Dommestrup  Alison E. Pritchard  Maureen van Stone  Nancy Grasmick  E. Mark Mahone  Martha B. Denckla  Lisa A. Jacobson 《Mind, Brain, and Education》2020,14(3):200-208

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Lack of consistent individual differences in rats on tasks that require response inhibition     

Phil Reed  Lisa Pizzimenti 《Learning & behavior》1995,23(4):454-460

Hungry rats performed four different tasks which all required responding to be withheld for food reinforcement to be obtained. The tasks were the following: an omission schedule, a go/no-go procedure, a differential reinforcement of low rate schedule, and a choice task in which the subject could respond for a small immediate reward or a large delayed reward. Each rat experienced each task twice. For each task, the rank ordering of the subjects’ performance on the test and retest was highly consistent, indicating the reliability of the task for measuring a particular “ability.” However, there were no consistencies in the performance of individual rats between tasks. This suggests that claims regarding consistent individual differences in brain-lesioned nonhumans across a range of such tasks are not supported in intact subjects.  相似文献   

A Review of: “Social Thinking—Software Practice”     

Lisa Covi 《The Information Society》2006,22(1):53-54

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基于贝叶斯网络的网络舆情案例匹配模型     

杨静  朱莉萨  朱镇远  黄微 《现代情报》2019,39(10):94-101

[目的]通过研究当下网络环境的具体情境,利用概率分析的方式判断具体舆情所属的案例类型,从而为网络舆情危机响应决策提供依据。[方法]使用贝叶斯网络模型作为分析方法,构建网络舆情案例匹配的指标体系和案例匹配模型。[结果]通过48个网络舆情危机中的随机43个事件作为训练数据,构建贝叶斯网络模型,使用剩余5个网络舆情危机事件作为测试组,经检验测试样本案例匹配结果与事实相符。[结论]本文通过构建网络舆情案例匹配的相关指标体系和贝叶斯网络模型,为对网络舆情进行分型,从而为舆情危机响应提供了决策依据。  相似文献   

Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research     

Lisa DaVia Rubenstein  Gregory L. Callan  Lisa M. Ridgley 《Educational Psychology Review》2018,30(3):921-945

Creativity supports the advancement of all disciplines, providing both individual and societal benefits. Most individuals can demonstrate and improve their creativity; therefore, understanding the creative process is of particular interest to facilitate deliberate development of creative thinkers. Despite copious research of the creative process, the work tends to be fragmented without a unified, general theoretical foundation. Historically, creative process research has examined the steps that creative people use, while overlooking how people learn these steps and the mechanisms behind the process. This paper proposes to situate the creative process within broader theoretical framework of self-regulated learning (SRL). This merger emphasizes that the creative process can be learned and that creative process strategies may inspire general learning strategies. Further, the SRL framework provides an organizational structure that illuminates gaps in current research and provides inspiration for new measurement techniques. Current assessment methods are often unable to determine how people regulate themselves throughout the creative process, specifically how internal psychological processes, external behaviors, and explicit strategies influence the creative process; however, SRL measurement techniques, like SRL microanalysis interviews, may provide an opportunity to identify intervention casual mechanisms, extend experimental studies, provide consistent variables to compare across disciplines and studies, and help practitioners assess students’ creative process.  相似文献   

Increasing early childhood preservice teachers’ intercultural sensitivity through the ABCs     

Lisa Monroe 《Journal of Early Childhood Teacher Education》2018,39(1):1-15

While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the implementation of the ABCs of Cultural Understanding (the ABCs), a multicomponent instructional activity to promote intercultural sensitivity, in a preservice early childhood education course. Twenty-two early childhood preservice teachers participated in the study. The findings suggest the ABCs helped the participants develop intercultural sensitivity and strengthened their awareness and appreciation of other cultures. Despite the positive impact, the findings show most participants were in the early stages of intercultural sensitivity development. It is recommended that consistent exposure to and experiences with assignments like the ABCs are necessary to further promote intercultural sensitivity among preservice teachers.  相似文献   

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review     

Bente Jensen  Rosa Lisa Iannone 《European Journal of Education》2018,53(1):23-33

This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners’ knowledge and skills. Rather, it encompasses processes such as critical thinking, reflexivity and co-creation within and across ECEC systems. Two overall approaches to innovation in CPD emerged: one can be characterised as developing in systems that lack a national definition for innovation, where there is nevertheless a growing awareness of the need to finding new solutions for ECEC; and one as highly innovative in systems that have a history, culture and societal tradition of innovation. Also, three additional insights were identified as crucial aspects of CPD in terms of innovation: (a) critical reflection; (b) communities of practice; and (c) a growing focus on politics that address social inequality through ECEC. This analysis contributes to filling the gaps in research on innovative CPD in ECEC at three levels: system (macro), inter-organisational (meso) and individual, organisational (micro). Further research is needed to explore more in-depth the identified approaches to innovation related to CPD and their impact on quality development in European ECEC.  相似文献   

How does innovative continuous professional development (CPD) operate in the ECEC sector? Insights from a cross-analysis of cases in Denmark,Italy and Poland     

Chiara Bove  Bente Jensen  Olga Wysłowska  Rosa Lisa Iannone  Susanna Mantovani  Małgorzata Karwowska-Struczyk 《European Journal of Education》2018,53(1):34-45

This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes.  相似文献   

Transcending the Nationalist Conception of Modernity: Poetic Children’s Literature in Early Twentieth-Century China     

Lisa Chu Shen 《Children‘s Literature in Education》2018,49(4):396-412

Modern children’s literature in China has largely been dominated by narratives of the nation and nationalism. The present article sets out to question the dominance of that nationalist stance as the country transitioned into the modern era in the late nineteenth and early twentieth centuries. By examining poetic children’s literature, the author unravels distinct non-nationalist intellectual sentiments in competition with the mainstream nationalist discourse that point to an imaginative envisioning of modernity. The article starts with a discussion of children’s poems and school songs imbued with a strong patriotic zeal in the late Qing and early Republican periods, and then moves on to the May Fourth period when lyricism and romanticism drew the attention of children’s literature advocates. Romantic-minded translators and writers, such as Bing Xin, embraced love as a humanist cosmopolitan vision while others, such as Zhou Zuoren and Liu Bannong, turned to local literary heritage, giving rise to a form of children’s songs with strong local consciousness. The article concludes by addressing the relevance of the insights derived from the historical case studies for contemporary children’s literature in China and beyond. It highlights the possibilities of envisaging modernity in non-nationalist terms and stresses the importance of cultivating in children alternative sentiments in the age of rising nationalism, both past and present.  相似文献   

Development,content validity and test-retest reliability of the Lifelong Physical Activity Skills Battery in adolescents     

Ryan M. Hulteen  Lisa M. Barnett  Philip J. Morgan  Leah E. Robinson  Christian J. Barton  Brian H. Wrotniak 《Journal of sports sciences》2018,36(20):2358-2367

Numerous skill batteries assess fundamental motor skill (e.g., kick, hop) competence. Few skill batteries examine lifelong physical activity skill competence (e.g., resistance training). This study aimed to develop and assess the content validity, test-retest and inter-rater reliability of the “Lifelong Physical Activity Skills Battery”. Development of the skill battery occurred in three stages: i) systematic reviews of lifelong physical activity participation rates and existing motor skill assessment tools, ii) practitioner consultation and iii) research expert consultation. The final battery included eight skills: grapevine, golf swing, jog, push-up, squat, tennis forehand, upward dog and warrior I. Adolescents (28 boys, 29 girls; M = 15.8 years, SD = 0.4 years) completed the Lifelong Physical Activity Skills Battery on two occasions two weeks apart. The skill battery was highly reliable (ICC = 0.84, 95% CI = 0.72–0.90) with individual skill reliability scores ranging from moderate (warrior I; ICC = 0.56) to high (tennis forehand; ICC = 0.82). Typical error (4.0; 95% CI 3.4–5.0) and proportional bias (r = ?0.21, p = .323) were low. This study has provided preliminary evidence for the content validity and reliability of the Lifelong Physical Activity Skills Battery in an adolescent population.  相似文献