Book reviews     

Irving J. Spitzberg Jr.  Robert F. Arnove  Murray Aitkin 《Higher Education》1984,13(2):225-230

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Using Laptop Computers to Improve the Performance of Minority Students: A Pilot Project     

Hounshell  Paul B.  Hill  Stan  Swofford  Robert 《Journal of Science Education and Technology》2002,11(1):101-103

A school system and a university joined forces to improve the science and mathematics environment for local minority students with a program that utilized computer technology. The initiative involved individual students from all of the high schools in the Winston–Salem/Forsyth County (North Carolina) School System. In this initiative, Wake Forest University operated a two-week Summer Science and Math Experience for minority students. During the two weeks, students worked intensively with computers and, at the end of the summer program, a laptop computer was loaned to each student for personal use during the of school year. Through interviews and questionnaires, students overwhelmingly endorsed their involvement in the computer-oriented project, both the summer and academic year phases. They especially liked having access to the Internet (provided by the project), being able to use e-mail and chat rooms, and utilizing the information retrieval potential. Parents and teachers surveyed also praised the project, feeling that their students learned more as a result of being involved in project activity.  相似文献   

Conjunctive differentiation of gape during food-reinforced keypecking in the pigeon     

James D. Deich  Robert W. Allan  H. Philip Zeigler 《Learning & behavior》1988,16(3):268-276

The pigeon’s keypecking response includes both a head-transport (peck) and a jaw-movement (gape) component. Because the two components are mediated by different effector systems, they may potentially be viewed as orthogonal responses. A response differentiation procedure was used to bring gape amplitude under operant control. The procedure employed a conjunctive response requirement in which reinforcement was contingent upon both gaping and key contact. The key-contact requirement was held constant, while the gape contingency was systematically varied to reinforce either decreases or increases in gape amplitude with respect to baseline. The procedure was effective in shifting the gape distributions in both the upward and downward directions and in inducing new gape values that deviated from the baseline in the reinforced direction. These observations indicate that gape may be brought under operant control. However, subjects showed a bias in the differentiation of the gape response, such that larger gapes were more readily differentiated than smaller gapes. The results are discussed in relation to the methodological utility of the paradigm, the problem of biological constraints on learning, and the heuristic utility of a response components analysis.  相似文献   

Signal Event Context: Trace technologies of the habit@online     

Robert Luke 《Educational Philosophy and Theory》2003,35(3):333-348

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Object permanence in cats and dogs     

Estrella Triana  Robert Pasnak 《Learning & behavior》1981,9(1):135-139

Object permanence was assessed for cats and dogs, using tasks analogous to those typically employed for human infants. Neither species solved all of the problems correctly when rewarded only by the discovery of a hidden toy. However, both species showed that they had fully developed concepts of object permanence when the problems were changed so that the animals had to search for hidden food in an odor-control procedure. These results indicate that sensorimotor intelligence is completely developed in these nonprimates.  相似文献   

A Prospective Study of Life Stress, Social Support, and Adaptation in Early Adolescence   总被引：9，自引：0，他引：9  

David L. DuBois  Robert D. Felner  Stephen Brand  Angela M. Adan  Elizabeth G. Evans 《Child development》1992,63(3):542-557

This study employed a 2-year longitudinal design to examine the relation of stressful life events and social supports to psychological distress and school performance among 166 early adolescents (mean age = 13.5 years). A prospective approach was utilized to control for initial levels of adjustment when examining the relation of Time 1 stress and support variables to Time 2 psychological distress and school performance. Both stress and support variables made significant contributions to the prediction of subsequent psychological distress. Stresses, but not supports, made a significant contribution to the prediction of subsequent school performance. Evidence for reciprocal and interactive linkages was also found, including effects of psychological distress and school performance on subsequent stresses and supports, and greater adaptive impact of school-based supportive resources under conditions of heightened risk outside of school. Implications for ecological and transactional models of development relating to the targeting and efficacy of preventive efforts are discussed.  相似文献   

Meaningful interaction: toward a new theoretical approach to online instruction     

Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484

ABSTRACT

Taking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning.  相似文献   

Teaching Text Design     

Robert Kramer  Stephen A. Bernhardt 《Technical Communication Quarterly》1996,5(1):35-60

A growing body of literature defines a rhetoric of visible text based on page layout, typography, and the various design features afforded by page composition tools buitt into word processors and page design programs. Little has been written, however, about what a wriier needs to know about design and in what order. This article describes and demonstrates a scope and sequence of learning that encourages writers to develop their skills as text designers. It introduces relevant liierature that is helpful for such learning and it does so in an evolving format that displays visually what the essay discusses verbally.  相似文献   

Bridging western and First Nations thought: Balanced education in Whitehead's philosophy of organism and the sacred circle   总被引：1，自引：0，他引：1  

Robert Regnier 《Interchange》1995,26(4):383-415

The sacred circle offers a perspective for interpreting and theorizing about human development valuable in shaping the education of First Nations and non-First Nations students. For those of us in a western materialist culture who are interested in coming to understand what the sacred circle might offer, it is necessary to address assumptions in our own culture. This paper proceeds in four parts to facilitate such an understanding. Part One formulates the importance of a culturally self-critical approach to understanding education based in the sacred circle. Part Two presents the sacred circle as a pattern used to interpret meaning in First Nations education. Part Three examinesinterconnectedness through (a) whitehead's criticism of western scientific epistemology and his idea of education for balanced development, and (b) through the creator, mother earth and the Four Directions reflected in the sacred circle. Part Four interprets aholistic apprehension approach to education based in (a) Whitehead's notion's of intuition and imagination for balanced development from the sacred circle perspective, and (b) through the sacred circle in the vision quest ceremony.  相似文献   

Emergent themes from recent research syntheses in science education and their implications for research design,replication, and reporting practices     

Joseph Taylor  Erin Furtak  Susan Kowalski  Alina Martinez  Robert Slavin  Molly Stuhlsatz  Christopher Wilson 《科学教学研究杂志》2016,53(8):1216-1231

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