Long-Term Memory for Context-Specific Category Information at Six Months     

Pamela J. Shields  Carolyn Rovee-Collier 《Child development》1992,63(2):245-259

The ability of 6-month-old infants to remember a functional category acquired in a specific context was assessed in 3 experiments via an operant procedure in which infants learned to perform a specific action (a footkick) to activate an object suspended before them. In Experiment 1, infants trained with different exemplars in the same context transferred responding to a novel exemplar in the same but not a different context 24 hours later. Experiment 2 revealed that infants' reactivated memory of category training remained intact and context-specific after 3 weeks. In Experiment 3, a novel category exemplar was able to reactivate the forgotten memory of category training only in the encoding context. At 6 months, information about the place where categories are constructed is prerequisite for retrieval of a category concept from long-term memory. This requirement insures that early category concepts remain stable over relatively long periods.  相似文献   

Place-based methods for researching schools     

Sam Shields 《International Journal of Research & Method in Education》2017,40(4):443-444

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Examining the components of speaking for shared meaning     

Peter J. Dean  Julee K. Brooke  Linda B. Shields 《Performance Improvement》1996,35(6):4-9

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Upbringing and employee effectiveness. Coping skills learned in childhood effect adult performance     

Charles Shields  Joseph Yaney  Kae Hentges 《Performance Improvement》1983,22(4):11-13

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The Delusion of Learning from Experience: Lessons from an Evaluation Phase of a Comprehensive School Improvement Program     

Carolyn M. Shields 《School Effectiveness & School Improvement》2013,24(2):175-183

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Unequal partners? Networks,centrality, and aid to international education     

Francine Menashy  Robin Shields 《比较教育学》2017,53(4):495-517

Following the 2005 Paris Declaration on Aid Effectiveness, international development policy discourses have focused on partnership as an overarching principle. With a focus on participation and non-hierarchical relationships, new partnerships aim to reconstitute the aid relationship in a way that obviates power inequality and hegemony. However, empirical studies of these partnerships are scarce. This paper uses social network analysis to analyse relationships between organisations involved in prominent partnerships for education in international development. Our analysis of an original dataset demonstrates that bilateral donors, civil society organisations, and international organisations are most likely to occupy central positions in this network, meaning that they enjoy high levels of connectivity to many organisations. Literature on international networks suggests that these organisations would therefore shape the flow of information and ideas between organisations, influence the distribution of resources among members, and determine normative preferences of the partnerships. In contrast, recipient governments, private businesses, and universities occupy peripheral positions. We contextualise these findings with respect to literature on aid in international education and privatisation in the political economy of educational development.  相似文献   

Social media in higher education: understanding how colleges and universities use Facebook   总被引：1，自引：0，他引：1  

Adam Peruta  Alison B. Shields 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):131-143

This study provides an understanding of the current social media landscape for higher education institutions. While it is recognized that consistency in school branding across all communications with stakeholders is important to attract and retain students, relatively little work has been done to determine specifically what type of content should be included in a school’s social media campaign, nor has there been an investigation as to the relative frequency of the content. The authors use content analysis to examine Facebook posts from 66 top US colleges and universities and engagement from their constituents on these posts. Results show that there are significant differences in engagement received on posts across institution type. Additionally, media type and posting frequency are factors that contribute to engagement. This study provides direction on how university social media managers can better manage their social media content to improve engagement and increase the reach of their posts.  相似文献   

A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology     

Marbach-Ad G  Briken V  Frauwirth K  Gao LY  Hutcheson SW  Joseph SW  Mosser D  Parent B  Shields P  Song W  Stein DC  Swanson K  Thompson KV  Yuan R  Smith AC 《CBE life sciences education》2007,6(2):155-162

As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation.  相似文献   

Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses   总被引：1，自引：0，他引：1       下载免费PDF全文

Ann C. Smith  Richard Stewart  Patricia Shields  Jennifer Hayes-Klosteridis  Paulette Robinson    Robert Yuan 《CBE life sciences education》2005,4(2):143-156

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.  相似文献   

Critical Practice in Elementary Schools: Voice, Community, and a Curriculum of Life     

Ann B. Vibert  John P. Portelli  Carolyn Shields  Linda LaRocque 《Journal of Educational Change》2002,3(2):93-116

This paper examines the differences andsimilarities in approaches to community, voiceand curriculum among three Canadian elementaryschools with respect to their potential toenact central aspects of a critical pedagogy:to extend voice to students and community;foster participatory, democratic education; andto cultivate critical reflection. The threeschools offer different conceptions andpractices. In one, a deficit model ofeducation seems to dominate; in the second, wefound an individual growth model of education;and in the third, a critical practice model ofeducation was the foundation for moredemocratic educational practices. We argue thatnot all change initiatives and approaches areequally valuable, and that the latter modelprovides a more profound and just educationalexperience for students.  相似文献