Learning from demonstrations: the role of visual search during observational learning from video and point-light models     

Robert R. Horn  A. Mark Williams  Mark A. Scott 《Journal of sports sciences》2013,31(3):253-269

In this study, we examined the visual search strategies used during observation of video and point-light display models. We also assessed the relative effectiveness of video and point-light models in facilitating the learning of task outcomes and movement patterns. Twenty-one female novice soccer players were divided equally into video, point-light display and no-model (control) groups. Participants chipped a soccer ball onto a target area from which radial and variable error scores were taken. Kinematic data were also recorded using an opto-electrical system. Both a pre- and post-test were performed, interspersed with three periods of acquisition and observation of the model. A retention test was completed 2 days after the post-test. There was a significant main effect for test period for outcome accuracy and variability, but observation of a model did not facilitate outcome-based learning. Participants observing the models acquired a global movement pattern that was closer to that of the model than the controls, although they did not acquire the local relations in the movement pattern, evidenced by joint range of motion and angle-angle plots. There were no significant differences in learning between the pointlight display and video groups. The point-light display model group used a more selective visual search pattern than the video model group, while both groups became more selective with successive trials and observation periods. The results are discussed in the context of Newell's hierarchy of coordination and control and Scully and Newell's visual perception perspective.  相似文献   

Towards an understanding of the personal experience of the 'yips' in cricketers     

Mark Bawden  Ian Maynard 《Journal of sports sciences》2013,31(12):937-953

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Pre-service teachers’ perceptions of effective inquiry instruction: are effective instruction and effective inquiry instruction essentially the same?     

Mark W. Aulls  Ahmed Ibrahim 《Instructional Science》2012,40(1):119-139

This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns’ (Research in classrooms: The study of teachers, teaching, and instruction (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion than was effective instruction.  相似文献   

Cognitively demanding learning materials with texts and instructional pictures: teachers’ diagnostic skills, pedagogical beliefs and motivation     

Nele McElvany  Sascha Schroeder  Jürgen Baumert  Wolfgang Schnotz  Holger Horz  Mark Ullrich 《European Journal of Psychology of Education - EJPE》2012,27(3):403-420

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Oral versus written assessments: a test of student performance and attitudes     

Mark Huxham  Fiona Campbell  Jenny Westwood 《Assessment & Evaluation in Higher Education》2012,37(1):125-136

Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. Two separate cohorts of students were examined. The first larger cohort of students (n = 99) was randomly divided into ‘oral’ and ‘written’ groups, and the marks that they achieved in the same biology questions were compared. Students in the second smaller cohort (n = 29) were all examined using both written and oral questions concerning both ‘scientific’ and ‘personal development’ topics. Both cohorts showed highly significant differences in the mean marks achieved, with better performance in the oral assessment. There was no evidence of particular groups of students being disadvantaged in the oral tests. These students and also an additional cohort were asked about their attitudes to the two different assessment approaches. Although they tended to be more nervous in the face of oral assessments, many students thought oral assessments were more useful than written assessments. An important theme involved the perceived authenticity or ‘professionalism’ of an oral examination. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a ‘professional identity’.  相似文献   

Methods matter: Improving causal inference in educational and social science research: A review article     

Eric R. Eide  Mark H. Showalter 《Economics of Education Review》2012

Professors Richard J. Murnane and John B. Willett set out to capitalize on recent developments in education data and methodology by attempting to answer the following questions: How can new methods and data be applied most effectively in educational and social science research? What kinds of research designs are most appropriate? What kinds of data are needed? What statistical methods are best used to process these data, and how can results be interpreted so that policymakers are best informed? In this review we summarize main contributions of the book, assess the unique value-added of the text, and discuss the usability of it to various potential audiences.  相似文献   

A New Perspective: The Common Factors Model as a Foundation for Social Work Practice Education     

Mark Cameron PhD  Elizabeth King Keenan 《Journal of Teaching in Social Work》2013,33(3):346-358

Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum.  相似文献   

Using Intensive Interaction to add to the palette of interactive possibilities in teacher–pupil communication     

Mark Barber 《欧洲特需教育杂志》2013,28(4):393-402

Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills‐based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom interactions were taken before introducing the approach of Intensive Interaction to the school. Following a 30‐week period during which the approach was practised routinely in classrooms, further video records were made. These video records enabled comparison to be made against five indicators of student involvement. Professional development using video techniques and structured reflection was initiated with all involved staff. Increases in the student’s joint focus, positive affect and interactive involvement were noted. In addition to changes in the communicative involvement of the pupils, the practitioner’s communicative involvement was also noted to change.  相似文献   

The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings   总被引：1，自引：0，他引：1  

Coral Kemp  Yuriko Kishida  Mark Carter  Naomi Sweller 《Early childhood research quarterly》2013

The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in free-play and meal-routine activities than group activities. Free-play and meal-routine activities provided better opportunities for active engagement than did group activities, but children were more actively engaged during meal-routine activities than during free play. Passive engagement was more commonly observed during group activities. Children interacted more with their peers during free play. When children with a diagnosis of autism spectrum disorder were compared with children with other disabilities, they were found to be significantly less engaged during free play and interacted less with their peers. The implications of these findings for inclusive practice in childcare settings are discussed.  相似文献   

Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003     

Ou Lydia Liu  Mark Wilson 《教育实用测度》2013,26(2):164-184

Many efforts have been made to determine and explain differential gender performance on large-scale mathematics assessments. A well-agreed-on conclusion is that gender differences are contextualized and vary across math domains. This study investigated the pattern of gender differences by item domain (e.g., Space and Shape, Quantity) and item type (e.g., multiple-choice ^{i i}In this paper, two kinds of multiple-choice items are discussed: traditional multiple-choice items and complex multiple-choice items. A sample complex multiple choice item is shown in Table 6. The terms “multiple-choice” and “traditional multiple-choice” are used interchangeably to refer to the traditional multiple choice items throughout the paper, while the term “complex multiple-choice” is used to refer to the complex multiple-choice items. Raman K. Grover is now an Independent Psychometrician. items, open constructed-response items). The U.S. portion of the Programme for International Student Assessment (PISA) 2000 and 2003 mathematics assessment was analyzed. A multidimensional Rasch model was used to provide student ability estimates for each comparison. Results revealed a slight but consistent male advantage. Students showed the largest gender difference (d = 0.19) in favor of males on complex multiple-choice items, an unconventional item type. Males and females also showed sizable differences on Space and Shape items, a domain well documented for showing robust male superiority. Contrary to many previous findings reporting male superiority on multiple-choice items, no measurable difference has been identified on multiple-choice items for both the PISA 2000 and the 2003 math assessments. Reasons for the differential gender performance across math domains and item types were speculated, and directions of future research were discussed.  相似文献