Cognitive preferences in biology of a group of talented high school students     

Pinchas Tamir  Vincent N. Lunetta 《科学教学研究杂志》1978,15(1):59-64

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Problem-solving behaviors during a genetics computer simulation: Beyond the expert/novice dichotomy     

Patricia E. Simmons  Vincent N. Lunetta 《科学教学研究杂志》1993,30(2):153-173

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A proposed framework and tool for non-economic research impact measurement     

Vincent Mitchell 《高等教育研究与发展》2019,38(4):819-832

ABSTRACT

Research impact features heavily in debates about ‘the measured university’ and is now formally assessed by governments in the UK and Australia. Yet clear guidance on how impact can be measured in non-monetary ways is often lacking because of confused thinking and the context-specific nature of outcomes. To help resolve this, we first propose a general impact model of inputs, processes, outputs and outcomes framework. Then, using a survey approach of research users, we measure outcomes at different levels of abstraction using usefulness as the central construct and impact categories from the European (EU) and Association to Advance Collegiate Schools of Business (AACSB). The survey measures are simple, comparable between different impact cases, cost-effective, externally verifiable, and easily administered by those for whom impact measurement is new and puzzling. They can also be combined to form an impact index to address criticism that there is little standardisation in impact measurement. To improve the standardisation of context-specific measures, we suggest a common methodology for deriving these (SROI). The article discusses limitations of using surveys including administration, self-report data, and impact timescale problems, and suggests ways to reduce these. Implications for researchers, research managers, and assessors interested in measuring impact, such as who should do it and pay for it, are discussed.  相似文献   

Cognitive preferences and creativity: An exploratory study     

Pinchas Tamir  John E. Penick  Vincent N. Lunetta 《科学教学研究杂志》1982,19(2):123-131

Cognitive preference, a cognitive style acquired through life and learning experiences and representing a distinct orientation to the processing of information, is related to creativity in this study. Significant correlations were observed between cognitive preference and verbal creativity but not with figural creativity as measured by the Torrance Test of Creative Thinking.  相似文献   

The increasingly important role of science competency beliefs for science learning in girls          下载免费PDF全文

Paulette Vincent‐Ruz  Christian D. Schunn 《科学教学研究杂志》2017,54(6):790-822

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Cohesion,citizenship and coherence: schools’ responses to the British values policy     

Carol Vincent 《British Journal of Sociology of Education》2019,40(1):17-32

This paper explores how teachers respond to the requirement to promote ‘fundamental British values’ (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, it locates the policy to promote FBV as a liberal nationalist one and considers some of the problematic issues that arise from this philosophy. Third, it turns to schools and teachers to consider their reactions and responses. It is concluded that teachers and schools in this research often did attempt to neutralize potentially exclusionary readings of the policy and were effective in absorbing the requirement to promote British values. However, doubt is cast on the policy’s ability to meet its aims and the paper also raise concerns about the limited amount of time given to pupils’ engagement with the values.  相似文献   

Flipping the Coin: Towards a Double-Faced Approach to Teaching Black Literature in Secondary English Classrooms     

Vincent Price 《Changing English: An International Journal of English Teaching》2017,24(1):53-66

Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom – one that centralises races and the other that ignores it – this article proposes a hybrid approach that combines both. This double-faced approach recognises the culturally specific themes that give the text and the Black author their unique voice while also recognising commonalities that bridge the text to others – despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this ‘race both matters and doesn’t matter’ perspective.  相似文献   

Failure to block control by a relevant stimulus     

Vincent M. LoLordo  W. J. Jacobs  Donald D. Foree 《Learning & behavior》1982,10(2):183-192

Pigeons were trained to depress a treadle in the presence of a discriminative stimulus, either a tone or illumination of red houselights, in order to obtain access to grain or avoid electric shock. In avoidance training, the auditory discriminative stimulus yielded faster acquisition than did the visual one. In appetitive training, the visual discriminative stimulus yielded faster acquisition than the auditory one. Experiments 2 and 3 used these stimuli in Kamin’s (1969) blocking design. In Experiment 2, when the pigeons were trained to depress a treadle in the presence of tone to obtain grain and then red light was added as the redundant stimulus, the light acquired stimulus control over treadlepressing; blocking was not observed. In Experiment 3, when the pigeons were trained to depress a treadle in the presence of red light to avoid electric shock and then tone was added as the redundant stimulus, the tone acquired stimulus control over treadle-pressing. Again, blocking was not observed. The implications of these results for several models of stimulus control are discussed.  相似文献   

Emergency trials 'by popular consent     

Kiernan V 《New scientist (1971)》1995,148(2002):6

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The role of letter knowledge and phonological awareness in young Braille readers     

Fiona Barlow&#x;Brown  Vincent Connelly 《Journal of Research in Reading》2002,25(3):259-270

Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read.  相似文献