Finding a home for hyoliths     

Martin R Smith 《国家科学评论(英文版)》2020,7(2):470

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Gaddes,W. H., & Edgell,D. (1994). Learning disabilities and brain function: A neuropsychological approach (3rd ed.). 594 pp. $49.00     

Patricia Work Leu  Rik Carl D'Amato 《Psychology in the schools》1995,32(3):241-242

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Variable uses of alternative conceptions: A case study in current electricity     

Patricia M. Heller  Fred N. Finley 《科学教学研究杂志》1992,29(3):259-275

Recent research related to the design of science instruction is often based on conceptual change theory and requires assessments of what knowledge students bring to instruction. The premise of this study was that it is also important to understand when and how students apply their knowledge. Fourteen elementary and middle school teachers in an in-service physics course were asked to solve qualitatively a variety of series and parallel circuit problems and explicate their reasoning. These teachers were found to share a common core of strongly held propositions that formed a coherent, but incorrect and contradictory model of sequential current flow. Yet their predictions about the circuits were highly variable. The variability in predictions resulted from differences and contradictions in additional “protective belts” of propositions, and differences in the ways in which the teachers changed and selectively applied those propositions to different problems. Understanding the variations in not only what teachers knew, but also the differences in when and how they applied their knowledge complicated the task of designing instruction. However, it also made possible the design of more precise instruction in which the teachers were required to recognize, confront, and reconcile specific inconsistencies in their beliefs.  相似文献   

The Performance Technologist's Library The PIQ Book Review Column     

Martin Backler  Suella Walter 《Performance Improvement Quarterly》1993,6(1):104-107

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Context-Sensitive Instructional Design Models: A Response to Design Research,Studies, and Criticism     

Martin Tessmer  John Wedman 《Performance Improvement Quarterly》1995,8(3):38-54

Instructional design, as it is traditionally conceptualized, is being challenged on several fronts, through surveys of design practice, cross-disciplinary studies of design practice, and practical criticism focusing on issues of design models' flexibility and efficiency. Collectively these challenges raise questions about the viability of the instructional design enterprise. This paper reviews these challenges and attempts to respond by offering alternative approaches to instructional design.  相似文献   

School-psychological providers: A national survey of state departments of education     

Joy Patricia Burke  Caroline E. Haworth  John C. Brantley 《Psychology in the schools》1983,20(2):191-196

To identify professional groups that are providing psychological services in the schools, the present national survey of state departments of education was conducted. Fifty-nine percent of states currently mandate services of school psychologists by law, and a variety of allied professional groups were identified as also providing psychological services in the schools. Specific information about provider groups and service mandates is reported. Recommendations relevant to the provision of quality school-psychological services and utilization of multiple providers are given.  相似文献   

CERN: Past performance and future prospects: II. The scientific performance of the CERN accelerators     

John Irvine  Ben R. Martin 《Research Policy》1984,13(5):247-284

In a series of three papers, we attempt to evaluate the past scientific performance of the three main particle accelerators at the Geneva-based European Organization for Nuclear Research (CERN) over the period since 1960, and to assess the future prospects for CERN and its users during the next ten to fifteen years.We concerned ourselves in a previous paper (Paper 1 - Martin and Irvine [51] with the position of the CERN accelerators in world high-energy physics relative to those at other large laboratories working in the field. We dealt primarily with the period from 1969 to 1978, and attempted to establish how the experimental output from the three principal CERN accelerators, taken as a whole, compared with that from other major facilities. In undertaking this comparative evaluation, we drew on the method of “converging partial indicators” used in previous studies of three Big Science specialties.In contrast, this paper (Paper II) focuses in detail on the scientific performance of each of the CERN accelerators taken individually. In particular, it asks, first, how the outputs from the CERN 28 GeV (giga or billion electron-volts) Proton Synchrotron compare with those from a very similar 33 GeV American accelerator at Brookhaven National Laboratory over the past two decades? Second, how great have been the experimental achievements of the Intersecting Storage Rings in world terms? And, third, how do the outputs from the CERN 400 GeV Super Proton Synchrotron and from a rival American machine at Fermi National Accelerator Laboratory compare? Attempts are then made to identify the main factors responsible for determining the relative scientific performance of each CERN machine.These factors are of relevance to the subject of a third paper (Paper III - Martin and Irvine [52]) which sets out to assess the future prospects for CERN and in particular for LEP, the large electron-positron collider scheduled for completion in the latter part of the 1980s. What are the construction requirements (financial and technical) associated with LEP, and how easily will they be met? How does the scientific potential of LEP compare with that of other major accelerators under construction around the world? And, in the light of the previous record of the CERN accelerators, to what extent is this potential likely to be realized? The paper concludes with a discussion of the extent to which predictive techniques can be utilized in the formulation of scientific priorities, and of the problems in current science policy-making that such techniques might help address.  相似文献   

Academic misconduct,misrepresentation and gaming: A reassessment     

Mario Biagioli  Martin Kenney  Ben R. Martin  John P. Walsh 《Research Policy》2019,48(2):401-413

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Film Criticism,the Cold War,and the Blacklist: Reading the Hollywood Reds Jeff Smith. Berkeley: University of California Press, 2014.          下载免费PDF全文

Martin J. Manning 《Journal of American culture (Malden, Mass. : 2003)》2016,39(3):361-362

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The influence of self-determination in physical education on leisure-time physical activity behavior   总被引：1，自引：0，他引：1  

Shen B  McCaughtry N  Martin J 《Research quarterly for exercise and sport》2007,78(4):328-338

Using a multitheory approach, this study was designed to investigate the influence of urban adolescents' perceived autonomy and competence in physical education on their physical activity intentions and behaviors during leisure time. A transcontextual model was hypothesized and tested. Urban adolescents (N=653, ages 11-15 years) completed questionnaires assessing relevant psychological constructs and moderate to vigorous physical activity and then had their cardiorespiratory fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Based on our structural equation modeling analyses and fit indexes, the transcontextual model adequately fit the data. We concluded that the two theoretical frameworks--SDT and theory of planned behavior--can be integrated to provide an enhanced understanding of the influence of physical education on leisure-time physical activity. The results revealed that perceived autonomy and competence in physical education are interrelated and function as a whole for enhancing leisure-time physically active intentions and behavior.  相似文献