Rats in a levered T-maze task show evidence of time–place discriminations in two different measures     

Scott H. Deibel  Andrew B. Lehr  Chelsea Maloney  Matthew L. Ingram  Leanna M. Lewis  Anne-Marie P. Chaulk  Pam D. Chaulk  Darlene M. Skinner  Christina M. Thorpe 《Learning & behavior》2017,45(2):184-190

It is difficult for rats to learn to go to an arm of a T-maze to receive food that is dependent on the time of day, unless the amount of food in each daily session is different. In the same task, rats show evidence of time–place discriminations if they are required to press levers in the arms of the T-maze, but learning is only evident when the first lever press is considered, and not the first arm visited. These data suggest that rats struggle to use time as a discriminative stimulus unless the rewards/events differ in some dimension, or unless the goal locations can be visited prior to making a response. If both of these conditions are met in the same task, it might be possible to compare time–place learning in two different measures that essentially indicate performance before and after entering the arms of the T-maze. In the present study, we investigated time–place learning in rats with a levered T-maze task in which the amounts of food varied depending on the time of day. The first arm choices and first lever presses both indicated that the rats had acquired time–place discriminations, and both of these measures became significantly different from chance during the same block. However, there were subtle differences between the two measures, which suggest that time–place discrimination is aided by visiting the goal locations.  相似文献   

Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches     

Rachel Spronken-Smith  Rebecca Walker  Julie Batchelor  Billy O’Steen  Tom Angelo 《Assessment & Evaluation in Higher Education》2012,37(1):57-72

Inquiry-based learning (IBL) is promoted as a teaching approach that can enhance student learning outcomes. IBL can be categorised according to scale (e.g. tasks, course/module/paper, degree), mode (structured, guided, open) and framing (information or discovery-oriented). Our research used a survey instrument to determine how student perceptions of learning processes and intended learning outcomes (ILOs) varied in response to courses with different modes and framing of IBL. The survey was completed by 940 students in 15 IBL courses across a range of disciplines and levels. All types of IBL courses were well rated by students for encouraging learning processes and ILOs congruent with a well-designed inquiry experience. Regarding modes of IBL, there was a clear hierarchy from open (most highly rated) to guided and then structured inquiry. For the framing of IBL, courses using discovery-oriented IBL were more highly rated than information-oriented IBL. Overall, the most highly rated course design was open, discovery-oriented IBL, but other types of IBL remained important in terms of developing research and inquiry skills. To determine whether all types of IBL courses are promoting enhanced ILOs compared to more traditionally taught courses, a comparative study should be undertaken.  相似文献   

Rupture and repair: Episodes of resistance and resilience in teachers’ learning     

Miriam Raider-Roth  Vicki Stieha  Billy Hensley 《Teaching and Teacher Education》2012

This action inquiry article examines veteran teachers’ learning in a week-long professional development seminar. We describe moments of disconnection in key learning relationships (teacher, learner, text) and analyze relational–cultural dynamics that contributed to the disconnections. We investigate the dynamics that facilitate repair within the relationships. We argue that disconnections were often acts of resistance which preserve teachers’ sense of self as learner. We aver that moments of reconnection were acts of resilience. This study’s significance demonstrates the inherent links between resistance and resilience. Implications point to the centrality of taking an inquiry stance in the study of professional development experiences.  相似文献   

Undergraduate Research Experiences in Parallel Processing     

Billy E. Gillett  John B. Prater 《Computer Science Education》2013,23(1):91-98

This paper describes a research project that was designed to provide a group of bright undergraduate students with a meaningful research experience that would encourage and motivate them to attend graduate school for further education and research. The project illustrated basic research techniques and the nature of the job of a researcher to undergraduates who had had limited or no opportunities for research. The students were involved in all phases of the project to ensure that they would gain the confidence needed to do research on their own. In this project the students were given an opportunity to do research that involved parallel processing.  相似文献   

Developing students' ability to engage critically with science in the news: identifying elements of the ‘media awareness’ dimension     

Ruth Jarman  Billy McClune 《Curriculum Journal》2013,24(1):47-64

Worldwide, science education reform movements are stressing the need to promote ‘scientific literacy’ among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date, been a dearth of research-informed advice to assist science teachers as they identify appropriate instructional objectives in this regard and design relevant learning activities through which these might be achieved. In this study, prominent science communication scholars, science journalists, science educators and media educators were interviewed to determine what knowledge, skills and habits of mind they judged valuable for individuals reading science-related news stories. Teachers of science and of English from nine secondary schools in Northern Ireland addressed the same issue. A striking – and significant – finding of the study was the very substantial number of statements of knowledge, skill and disposition offered by participants that relate to ‘media awareness’, an issue largely overlooked in the science education literature. The school-focused phase of the research suggests that cross-curricular approaches involving teachers of science collaborating with those of English/media education or media studies may best serve to address this important curricular goal.  相似文献   

Teaching and advising competencies of special education professors.     

C F Ingram  A E Blackhurst 《Exceptional children》1975,42(2):85-93

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High-tech help     

Billy R. Reagan 《TechTrends》1985,30(3):13-16

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Class matters in the interview setting? Positionality,situatedness and class          下载免费PDF全文

Jody Mellor  Nicola Ingram  Jessie Abrahams  Phoebe Beedell 《British Educational Research Journal》2014,40(1):135-149

In this article we argue that despite methodological and analytical advancements in the field of social class research, these developments have not led to a wholehearted discussion about class positionality and situatedness in relation to interviewer–participant dynamics. Despite—or perhaps due to—this methodological gap, there remains an unspoken expectation that class matching, particularly when investigating working‐class groups and practices, is desirable as it engenders empathy on the part of the interviewer which allows for openness on the part of the participant. The team of four interviewers reflect upon their varying experiences of conducting interviews about class with a group of middle‐ and working‐class students at university, arguing that even if class matching between participant and researcher were possible, shared class position does not necessarily equate with similar life experiences, or enable a strong rapport nor a more ethical analysis or understanding of working‐class people's lives. We explore some of the complexities regarding the class‐related positions of the researchers and the participants and consequently advocate that class researchers engage in reflexive practices in order to explore the myriad ways in which the researcher's own class history and current class position both advantage and disadvantage the research process, often in unpredictable ways.  相似文献   

A blessing with a curse: model minority ethnic students and the construction of educational success     

Billy Wong 《牛津教育评论》2013,39(6):730-746

While concerns around minority ethnic students and underachievement have attracted considerable attention in educational research, such as in England, few studies have examined those who excel, except as reference to justify the equity of the established system. This paper explores the educational success of British Chinese and Indian students, who are synonymously recognised as the model minority due to their tendency to achieve exceptional grades in national examinations. Data in this paper includes four discussion groups and 23 semi-structured interviews with British Chinese and Indian students (aged 11–14) and six teacher interviews. This study explores the social costs and benefits of the label of model minority and how these students attributed with such an identity construct and interpret educational success. Although high expectations by self and by others can positively contribute to the educational success of British Chinese and Indian students, inflated expectations can also generate a continuous sense of insecurity. Model minority students must contemplate the fear of failure and the potential damage they could inflict on the reputation of their family. Implications of the identity of model minority for students, teachers and policy are suggested.  相似文献   

The labour of learning to reflect     

Dawn Francis  Louise Ingram‐Starrs 《Teachers and Teaching》2013,19(6):541-553

This article presents a polyphonic narrative of reflection in action across two institutional contexts; a university and a primary (elementary) school. It traces an honours student’s research on reflection and her supervisor’s reactions as reader. Both engage in construction and reconstruction of their basic beliefs about reflective practice as they engage with each other and these contexts. This research resulted in both people accepting that reflection is a public text with a specific genre to be mastered. Issues of power surround what can be shared with whom within the institutions as political sites. Students engage in strategic compliance whether to attract teachers’ attention or to avoid it. Notions of trust and openness often mask power. This article poses that learning to reflect is hard labour.  相似文献