Foreword     

Toni Carbo 《International Information and Library Review》2010,42(3):143

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Peer effects on high school aspirations: Evidence from a sample of close and not-so-close friends     

Toni Mora  Philip Oreopoulos 《Economics of Education Review》2011,30(4):575-581

In this paper we investigate how schoolmates influence high school dropout intentions in Catalonia, Spain. Our analysis uses self-reported friends to identify possible peers by assuming that peer influence flows in one direction in cases where one student identifies another as a friend, but the other does not reciprocate. We first estimate the effects of education aspirations of non-reciprocating friends on students’ own education aspirations, with and without conditioning on a large set of personality and cognitive characteristics. We then investigate the extent to which the estimated effects are associated with friends’ height, weight, BMI, gender and cognitive ability. The estimated impact of non-reciprocating peers’ dropout intentions is small and generally not statistically significant: a 10 percentage point increase in the fraction of non-reciprocating peers that intend to drop out increases students’ chances of dropping out by about .2 percentage points.  相似文献   

Timing of triggering in relation to the cardiac cycle in nonelite rifle shooters     

Konttinen N  Mets T  Lyytinen H  Paananen M 《Research quarterly for exercise and sport》2003,74(4):395-400

This study investigated the timing of the trigger pull in relation to the cardiac cycle during air rifle shooting. Electrocardiogram) was recorded from 20 male nonelite rifle shooters in two separate testing sessions. The testing was conducted at an indoor shooting range using an optoelectronic shooting system. Each participant fired a shot in the standing position at a distance of 10 m from the target. The results showed that compared to random triggering, the shooters fired more often during the phase of 10-50% of the R wave-to-R wave (R-R) interval and less often during the phase of 50-90%. With regard to performance accuracy, the participants exhibited average or above average performance, when the shot occurred in the beginning (0-50%) and in the end (70-99%) of the R-R interval. The less optimal range for the triggering was located within the 50-70% phase of the R-R interval. The length of R-R interval (i.e., heart rate) did not affect the relation of shot placement within the cardiac cycle to the accuracy of shooting performance. The present results extend previous findings by showing that in air rile shooting the optimum firing time within the cardiac cycle may be located in the systolic phase. It is argued that the systole-diastole dichotomy is not a sufficiently accurate way to investigate the effects of shot placement in the cardiac cycle. Further research is needed to examine the extent to which the relationship between the timing of triggering within the cardiac cycle and shooting performance depends a shooter's skill level.  相似文献   

Teacher Training for the Classroom Integration of the Disabled     

Helen Mcgrath  Bill Armstrong  Toni Noble 《Asia-Pacific Journal of Teacher Education》1986,14(2):28-37

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Rapid prototyping methodology in action: A developmental study   总被引：1，自引：0，他引：1  

Toni Stokes Jones  Rita C. Richey 《Educational technology research and development : ETR & D》2000,48(2):63-80

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Customer,collaborator or co-creator? What is the role of the student in a changing higher education servicescape?     

David Chalcraft  Toni Hilton  Tim Hughes 《Journal of Marketing for HIGHER EDUCATION》2015,25(1):1-4

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The effects of middle-school career intervention on students’ career readiness     

Babarović  Toni  Dević  Ivan  Blažev  Mirta 《International Journal for Educational and Vocational Guidance》2020,20(2):429-450

International Journal for Educational and Vocational Guidance - The study examines the effectiveness of a career intervention in middle schools. The intervention was organized in eight...  相似文献   

Mentoring african american educational media and technology students     

Toni Stokes Jones 《TechTrends》2002,46(2):11-14

Summary Mentoring appears to help African-American students taking educational media and technology classes to have more confidence in their abilities to integrate technology. It has also provided them with an opportunity to express their concern about their lack of technology skills and anxiety about teaching. Furthermore, they were able to speak to someone who cares about them and who has also had similar concerns and anxieties. The fact that we were all African American facilitated communication and trust between each of my students and me. However, since there is typically a scarcity of African-American faculties to mentor them it is problematic to have same-race mentoring relationships for most African-American students at predominately White academic institutions. Research suggests however, that African-American students feel that having an African-American mentor is less important to them than having a mentor in their career field. With appropriate attitudes and the belief that cultural diversity is an asset and not a deficit, faculty of other races can effectively mentor African-American students. With this in mind coupled with the fact that research indicates that mentoring supports retention particularly for African-American students, all faculties should consider mentoring African-American and other minority students. Mentoring enables faculty to MEET their minority students where they are and move them forward. Remember to Model use of technology in the classroom, Engage students in dialogue in and out of class, Embrace their anxiety and point our their successes, and Team students with partners. Her research interest focuses on factors that support or inhibit preservice and professional teachers from integrating technology.  相似文献   

Theory of mind and relational complexity   总被引：5，自引：0，他引：5  

Andrews G  Halford GS  Bunch KM  Bowden D  Jones T 《Child development》2003,74(5):1476-1499

Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3-, 4-, and 5-year-olds performed TOM tasks (false belief, appearance-reality), less complex connections (Level 1 perspective-taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary-relational and ternary-relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age-related variance in TOM; and (c) ternary-relational items accounted for TOM variance, before and after controlling for age and binary-relational items. Prediction did not require hierarchically structured predictor tasks.  相似文献   

移动学习的案例研究及内容分析——以mGage项目为例   总被引：1，自引：1，他引：0  

王敏娟  Toni Barone  Scott Simpson  Victor Leister 《现代教育技术》2011,21(8):14-19

文章首先对移动学习在中小学课堂中的应用、移动学习的形式和信息设计进行了文献综述。在此基础上,又对美国圣地亚哥州立大学教育技术系开展的mGage项目进行了案例分析。研究者设计出一套详细的评价工具,从视觉吸引力、认知过程、资源质量等16个维度评估学生的WebQuest作品。结果显示,参加移动学习的实验组的得分明显高于对照组。统计分析表明,使用移动设备进行学习的实验组,除了在工具使用维度上具有明显优势外,在认知过程维度和资源质量维度的得分也胜过对照组。文章最后对研究进行了反思总结并展望了下一阶段的研究工作,以期为移动学习进入中小学课堂提供有意义的借鉴。  相似文献