Classroom Location,Activity Type,and Physical Activity During Preschool Children's Indoor Free-Play     

Clevenger  Kimberly A.  McKee  Katherine L.  Pfeiffer  Karin A. 《Early Childhood Education Journal》2022,50(3):425-434

Early Childhood Education Journal - Preschool children spend most of their day in the indoor classroom, but it is unknown which learning centers or activity types are associated with physical...  相似文献   

Behavior psychology in the schools: Innovations in evaluation,support, and consultation     

Jolie M. Alric  Lea A. Theodore  Melissa A. Bray 《Psychology in the schools》2004,41(3):404-405

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Aptitude treatment effects of laboratory grouping method for students of differing reasoning ability     

Frances Lawrenz  Theodore W. Munch 《科学教学研究杂志》1985,22(3):279-287

This study examines aptitude treatment effects in an inquiry/learning cycle based physical science class for elementary education majors. The aptitude was formal reasoning ability and the students were arranged into three groups: high, middle, and low ability reasoners. The treatment was method of forming groups to work in the laboratory. Students in each of three classes were grouped according to reasoning ability. In one class the laboratory groups were homogeneous, i.e., students of similar reasoning ability were grouped together. In the second class the students were grouped heterogeneously, i.e., students of different reasoning ability were grouped together. In the third class, the student choice pattern, the students chose their own partners. The findings were that there were no aptitude treatment interaction for achievement or for gain in formal reasoning ability, that grouping students of similar cognitive ability together for laboratory work in the class was more effective in terms of science achievement than grouping students of differing cognitive ability together or than allowing students to choose their own partners, and that students at different levels of reasoning ability experienced differential gains in that ability over the semester.  相似文献   

Computerized adaptive testing in instructional settings   总被引：3，自引：0，他引：3  

R. Edwin Welch  Theodore W. Frick 《Educational technology research and development : ETR & D》1993,41(3):47-62

Item response theory (IRT) has most often been used in research on computerized adaptive testing (CAT). Depending on the model used, IRT requires between 200 and 1,000 examinees for estimating item parameters. Thus, it is not practical for instructional designers to develop their own CAT based on the IRT model. Frick improved Wald's sequential probability ratio test (SPRT) by combining it with normative expert systems reasoning, referred to as an EXSPRT-based CAT. While previous studies were based on re-enactments from historical test data, the present study is the first to examine how well these adaptive methods function in a real-time testing situation. Results indicate that the EXSPRT-I significantly reduced test lengths and was highly accurate in predicting mastery. EXSPRT is apparently a viable and practical alternative to IRT for assessing mastery of instructional objectives.  相似文献   

User-centered design and usability testing of a web site: An illustrative case study   总被引：4，自引：0，他引：4  

Michael D. Corry  Theodore W. Frick  Lisa Hansen Ph.D. 《Educational technology research and development : ETR & D》1997,45(4):65-76

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Improving Adult Learning Programs     

Theodore E. Andrews Director 《School Leadership & Management》2013,33(2):191-201

This paper analyses the process of secondary school admission in the District of Thanet in the contexts of consumerism and the functioning of the educational marketplace. It examines tensions between consumers and producers, and juxtaposes educational need with individual gain, arguing that the Local Education Authority's policies, the plethora of admission procedures and the superordinate political positioning of the market over need combine to reinforce educational exclusion. The paper concludes that consumerism strengthens the social advantages enjoyed by some individuals, but does not efficiently meet educational needs or effect equitable access to school places.  相似文献   

Marital support giving as a function of attributional confidence     

Theodore A. Avtgis 《Communication Research Reports》2013,30(4):357-365

This study sought to investigate the relationship between attributional confidence and social and emotional support. Consistent with uncertainty reduction theory, it was hypothesized that as relationships develop, so too should relational partner ability to predict spousal behaviors, thoughts, and feelings as well as provide appropriate social and emotional support. Two hundred sixty‐nine married people completed several measures assessing perceived attributional confidence, emotional support and social support of their partner. Results indicated a positive relationship between attributional confidence and interpersonal depth, social and emotional support as well as a negative relationship between attributional confidence and interpersonal conflict. Results are discussed in terms of Uncertainty Reduction Theory.  相似文献   

Relationship stages: An inductive analysis identifying cognitive,affective, and behavioral dimensions of Knapp's relational stages model     

Theodore A. Avtgis  Daniel V. West  Traci L. Anderson 《Communication Research Reports》2013,30(3):280-287

Knapp's (1978) ten stage model of relationships has been widely cited and endorsed, nonetheless a solid empirical foundation for this model is lacking. This study was conducted to provide the preliminary information necessary to identify, empirically, the stages of “coming together”; and “coming apart”;. Focus groups were conducted to identify behavioral, cognitive, and affective dimensions indicative of the ten stages proposed by the Knapp model. Findings indicate that people generally report different thoughts, feelings, and behaviors in each stage. The findings are discussed in terms of the further development of Knapp's model and creation of a corresponding measurement scale. Directions for future research involving the development of such a scale are also discussed.  相似文献   

Argumentativeness and verbal aggressiveness as a function of locus of control     

Theodore Ä. Avtgis  Andrew S. Rancer 《Communication Research Reports》2013,30(4):441-450

This study examined argumentativeness, verbal aggressiveness, and general control expectancies. Two hundred ten (N=210) participants completed the Argumentativeness Scale, the Verbal Aggressiveness Scale, and a modified version of the Three‐Factor Locus of Control Scale. Results indicate that individuals who reportan internal control orientation were found toreport lower levels of argument avoidance than externals. Externals reported higher levels of verbal aggressiveness than internals. Further, an external locus of control orientation was positively related to verbal aggressiveness. Internal locus of control orientation was negatively related to tendency to avoid arguments. The findings provide further evidence into the relationship between control expectancies and aggressive communication traits.  相似文献   

Retest reliabilities of ten scales of public speaking performance     

Theodore Clevenger Jr. 《Communication Studies》2013,64(4):285-291

On two different occasions twelve judges rated each of 30 short filmed speeches on each of 10 scales of speaking performance. The retest reliability of each judge on each scale was calculated. Median retest reliability of the twelve judges was highly correlated with years of training and experience in the teaching of speech. There was a tendency for global characteristics to be rated more reliably than specific observable characteristics.  相似文献