Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements”     

Mark Wolery  Patricia Munson Doyle  Melinda Jones Ault  David L. Gast 《Exceptionality》2013,21(4):265-270

Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.  相似文献   

Shared Governance in the Modern University     

Mark Taylor 《Higher Education Quarterly》2013,67(1):80-94

A governance model is developed in which university governance is shared between the academic and governing bodies and is coordinated by the university executive. Viewing the university as a professional service organisation, and noting the importance of developing a flexible culture within a shifting, marketised external environment, it is argued that a degree of shared governance is necessary for the success of the modern university. Although the discussion is couched largely within the context and evolution of UK university governance over the past sixty years, it also draws on the US evidence and experience and the conclusions drawn are general.  相似文献   

How the special need brain learns (third edition)     

Mark Hancock 《Educational Psychology in Practice》2017,33(1)

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Extreme Democracy. Edited by Jon Lebkowsky and Mitch Ratcliffe. Retrieved August 15, 2006, from: http://extremedemocracy.com. 371 pp.     

Reviewed by Mark Longaker 《Technical Communication Quarterly》2013,22(3):353-359

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An occlusion paradigm to assess the importance of the timing of the quiet eye fixation     

Samuel J. Vine  Don Hyung Lee  Rosanna Walters-Symons  Mark R. Wilson 《European Journal of Sport Science》2017,17(1):85-92

Abstract

The aim of the study was to explore the significance of the ‘timing’ of the quiet eye (QE), and the relative importance of late (online control) or early (pre-programming) visual information for accuracy. Twenty-seven skilled golfers completed a putting task using an occlusion paradigm with three conditions: early (prior to backswing), late (during putter stroke), and no (control) occlusion of vision. Performance, QE, and kinematic variables relating to the swing were measured. Results revealed that providing only early visual information (occluding late visual information) had a significant detrimental effect on performance and kinematic measures, compared to the control condition (no occlusion), despite QE durations being maintained. Conversely, providing only late visual information (occluding early visual information) was not significantly detrimental to performance or kinematics, with results similar to those in the control condition. These findings imply that the visual information extracted during movement execution – the late proportion of the QE – is critical when golf putting. The results challenge the predominant view that the QE serves only a pre-programming function. We propose that the different proportions of the QE (before and during movement) may serve different functions in supporting accuracy in golf putting.  相似文献   

Teaching Social Studies     

Mark C. Schug 《Teaching Education》2013,24(2):60-63

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The Queen and I: A Story of Dispossessions and Reconnections in Hawai'i Sydney Lehua Iaukea. Berkeley: University of California Press, 2012.     

Richard Bond 《Journal of American culture (Malden, Mass. : 2003)》2012,35(2):201-201

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Short-term heat acclimation prior to a multi-day desert ultra-marathon improves physiological and psychological responses without compromising immune status     

Ashley G. B. Willmott  Mark Hayes  Kirsty A. M. Waldock  Rebecca L. Relf  Emily R. Watkins  Carl A. James 《Journal of sports sciences》2017,35(22):2249-2256

Multistage, ultra-endurance events in hot, humid conditions necessitate thermal adaptation, often achieved through short term heat acclimation (STHA), to improve performance by reducing thermoregulatory strain and perceptions of heat stress. This study investigated the physiological, perceptual and immunological responses to STHA prior to the Marathon des Sables. Eight athletes (age 42 ± 4 years and body mass 81.9 ± 15.0 kg) completed 4 days of controlled hyperthermia STHA (60 min·day^?1, 45°C and 30% relative humidity). Pre, during and post sessions, physiological and perceptual measures were recorded. Immunological measures were recorded pre-post sessions 1 and 4. STHA improved thermal comfort (P = 0.02), sensation (P = 0.03) and perceived exertion (P = 0.04). A dissociated relationship between perceptual fatigue and T_re was evident after STHA, with reductions in perceived Physical (P = 0.04) and General (P = 0.04) fatigue. Exercising T_re and HR did not change (P > 0.05) however, sweat rate increased 14% (P = 0.02). No changes were found in white blood cell counts or content (P > 0.05). Four days of STHA facilitates effective perceptual adaptations, without compromising immune status prior to an ultra-endurance race in heat stress. A greater physiological strain is required to confer optimal physiological adaptations.  相似文献   

Poser,an Online Review Tool in Java     

Mark Lattanzi  Dan Cosley 《Computer Science Education》2013,23(3):251-264

This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding.  相似文献   

Adult education as a technology of the self     

Mark Tennant 《International Journal of Lifelong Education》2013,32(6):364-376

Adult education has a long history of interest in the development and transformation of the self. As such it is useful to consider a range of adult education programs as belonging to and extending the lineage of ‘technologies of the self’ identified by Foucault (1988). In all such programmes, even the most individualistic, there are implicit or explicit theorizations concerning the nature of the self and the way the self relates to others or to society more generally. The purpose of this paper is to explore the postmodern critique of the dominant theorizations of the self in adult education: the psychological/humanistic and the sociological/critical; and to comment on the ‘solution’ proferred by a postmodern theorization. The postmodern critique is valuable in drawing attention to the difficulties of theorizing some kind of originary, core, true, stable, or ahistorical self. Nevertheless it is important to acknowledge that in many of the sites in which adult educators work, the pursuit of a coherent, continuous self is indispensable to transformative (and thereby resistant) adult education practice.  相似文献