Variations in Students Approaches to Studying   总被引：5，自引：0，他引：5  

Alistair Morgan  Elizabeth Taylor  Graham Gibbs 《British journal of educational technology : journal of the Council for Educational Technology》1982,13(2):107-113

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Award winners     

Kent Gustafson  Roger Wagner  Michael D. Corry  Barbara Seels  Rita Richey  John Rousell  Williams Gibbs  Danial J. Robertson  Kay Bland  David Little  Danilo M. Baylen  Abdulrahim M. Saad  Patricia Burke  Hyunjoo Kim  Linda Gilbert  Hoffman  Debra J. Dirksen  Negishi  Jason Ravistz  Vicki Napper  Danilo Baylen 《TechTrends》1996,41(3):2-3

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Identifying the costs and benefits of educational psychology: a preliminary exploration in two local authorities     

Simon Gibbs  Ivy Papps 《Educational Psychology in Practice》2017,33(1):81-92

This article provides an account of a small-scale pilot study of the cost and perceived benefits of the educational psychology services in two comparably small local authorities in England. This study is preparatory to a more detailed examination of the costs and likely benefits of state provision of educational psychology services in England. The work is contextualised by acknowledgement of the growing pressure on local authority services to trade and for schools to directly commission the services of educational psychologists. Provisional findings indicate significant differences between the impact of the two services that participated. The authors offer speculation on the effects for local authorities and schools, and ways in which the study might be developed to provide more satisfactory answers to the questions of “what is the value of educational psychology in practice” and “how best to deploy educational psychology services?”  相似文献   

Classical conditioning of the rabbit nictitating membrane response: Effects of reinforcement schedule on response maintenance and resistance to extinction     

Charles M. Gibbs  Sue B. Latham  I. Gormezano 《Learning & behavior》1978,6(2):209-215

Two experiments were conducted to assess the effects of the introduction of schedules of partial reinforcement (PRF), subsequent to continuous reinforcement training, on the maintenance and resistance to extinction of the rabbit’s nictitating membrane CR. Substantial response levels were maintained by schedules of reinforcement as lean as 15%, and the performance decrements, when observed to be reliable, could not be localized to the immediate effects of one, two, or three consecutive nonreinforced trials by the examination of conditional response probabilities. Moreover, reliable PRF extinction effects were obtained. The relevance of these findings to the purported empirical divergence of PRF effects on classical and instrumental conditioning were discussed.  相似文献   

难等的火星探测器发射     

W.WaytGibbs柯江华  李光 《科学中国》2003,(11):86-87

火箭发射的景象引人入胜，只是你别去注意倒计时。  相似文献   

Preschool attendance and kindergarten readiness     

Kathryn Kees Taylor  Albert S. Gibbs  John R. Slate 《Early Childhood Education Journal》2000,27(3):191-195

Scores on the Georgia Kindergarten Assessment Program (GKAP) of 171 students (81 students who had attended preschool and 90 students who had not attended preschool) were analyzed to determine whether school readiness test performance was influenced by participation in preschool programs. Students who had attended preschool demonstrated statistically higher overall school readiness, higher Physical scores, and higher Personal scores than students who did not attend preschool. No difference, however, was found in GKAP scores as a function of type of preschool attended. Only one gender difference was revealed, that in the Social measure on the GKAP in which girls outperformed boys. Implications of our findings and suggestions for further research are discussed.  相似文献   

Psychology in education: critical theory~practice     

Reader in Educational Psychology  Programme Director for Initial Training in Educational Psychology  Head of the Education Section Simon Gibbs 《Educational Psychology in Practice》2015,31(1):101-103

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Acceptance Of Minority Student Personality Characteristics by Black And White Teachers     

Marvin B. Scott  Margaret Gibbs Ntegeye 《Equity & Excellence in Education》2013,46(1-4):110-112

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Assessing the 21st Century After-School Program and the Educational Gains of LEP Participants: A Contextual Approach     

Carol Ward  Benjamin G. Gibbs  Rilee Buttars  Patricia Grace Gaither  Bert Burraston 《Journal of Education for Students Placed at Risk》2013,18(4):312-335

This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type—even within a single school district. LEP participants are the furthest behind but have the highest gains compared to other participants. Results vary based on the type of outcome (math or reading), the type of activity (academic or enrichment), and the grade level (elementary or middle school).  相似文献   

Supporting schools to create an inclusive environment for refugee students     

Karen Block  Suzanne Cross  Elisha Riggs  Lisa Gibbs 《International Journal of Inclusive Education》2013,17(12):1337-1355

In a context of increasing numbers of refugees and asylum seekers globally, recognition of the importance of the school environment for promoting successful settlement outcomes and inclusion for refugee-background young people is growing. Yet schools may be poorly equipped to recognise and respond to the multiple challenges faced by children and young people who must learn a new language while grappling with unfamiliar educational and social systems. Refugee-background students often have minimal or significantly disrupted formal education prior to arrival in their new country. Young people, and sometimes their families, may lack literacy in first languages and many are coping with the impacts of trauma associated with forced displacement. Evidence for effective interventions in schools that promote an inclusive learning environment is scarce. This paper presents the results of an evaluation of the School Support Programme operating in schools in Victoria, Australia. The programme is provided to networks of schools in a region and facilitates partnerships between schools and agencies and provides a holistic model for a whole-school approach focused on the learning, social and emotional needs of refugee-background students. The evaluation concluded that the programme provides an appropriate and feasible model that supports the capacity of schools to provide an inclusive education for this group.  相似文献