The speech of hyperactive children and their mothers: comparison with normal children and stimulant drug effects     

R A Barkley  C E Cunningham  J Karlsson 《Journal of learning disabilities》1983,16(2):105-110

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The differential effects of human capital for male and female Division I basketball coaches     

Cunningham GB  Sagas M 《Research quarterly for exercise and sport》2002,73(4):489-495

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Literature review on the use of action research in higher education     

Paul Gibbs  Patricia Cartney  Kate Wilkinson  John Parkinson  Sheila Cunningham  Carl James-Reynolds 《Educational Action Research》2017,25(1):3-22

This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.  相似文献   

Prescribed active learning increases performance in introductory biology   总被引：4，自引：0，他引：4  

Freeman S  O'Connor E  Parks JW  Cunningham M  Hurley D  Haak D  Dirks C  Wenderoth MP 《CBE life sciences education》2007,6(2):132-139

We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.  相似文献   

Diary from the edge 1940–1944: a wartime adolescence     

Peter Cunningham 《History of education》2015,44(5):678-679

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Can a targeted,group-based CBT intervention reduce depression and anxiety and improve self-concept in primary-age children?     

Paul O’Callaghan  Enda Cunningham 《Educational Psychology in Practice》2015,31(3):314-326

This pilot study examined the impact of a 10 session, group-based, early-intervention cognitive behavioural therapy (CBT) programme (Cool Connections) on anxiety, depression and self-concept in nine 8–11 year old pupils in Northern Ireland. The intervention was facilitated by a teacher, education welfare officer and two classroom assistants, with support from the school’s educational psychologist. A group of pupils identified by teachers as presenting with symptoms of anxiety and depression or low self-esteem and who scored in the mild, moderate or severe range of difficulties on the Beck Youth Inventories took part. Findings indicate statistically significant improvements in both anxiety (t(8) = ?3.29, p < 0.017) and depression (t(8) = ?3.06, p < 0.017) but not self-concept (t(8) = 2.63, p = 0.030). The article concludes with strengths and limitations of the current study, professional reflections on implementing a multi-agency, group-based, CBT intervention and implications for future research and educational psychology practice.  相似文献   

Breaking It Down: A Brief Exploration of Institutional Repository Submission Agreements     

Amanda Rinehart  Jim Cunningham 《The Journal of Academic Librarianship》2017,43(1):39-48

Institutional repositories typically have a submission agreement that is meant to protect the institution hosting the repository and inform submitters of their rights and responsibilities. This article examines how various libraries have created submission agreements, enquires as to issues surrounding them, and identifies commonalities and unique statements. The authors deployed a survey to institutional repository administrators listed in OpenDOAR in the United States. Approximately 7% of the 304 potential institutional repository managers responded. Library administrators, institutional repositories managers/architects, and legal counsel were the most likely to have input into the creation of the submission agreement; scholarly communications librarians were involved only 20% of the time. Although submission agreements averaged 282 words arranged in 9 sentences, their reading complexity requires a university degree. Commonalities include characterizing the agreement as a non-exclusive license, indicating the submitter's responsibility for obtaining permissions for any content that they did not produce, and confirming the right of the submitter to enter into the agreement. Submission agreements are generally complex and do not accommodate the common practice of mediated submission. Sharing submission agreements publicly may lead to simplified and standardized language and reduce barriers to submitters.  相似文献   

Evaluation of replicable forms of instruction     

Donald J. Cunningham 《Educational technology research and development : ETR & D》1973,21(3):351-367

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Minutes of the forty-second annual meeting: reports of officers and committees     

Cunningham ER 《Bulletin of the Medical Library Association》1990,78(4):387

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"Saving the nation's children": teachers, wartime evacuation in England and Wales and the construction of national identity   总被引：2，自引：0，他引：2  

Cunningham P  Gardner P 《History of education》1999,28(3):327-337

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