Engineering effective learning toolkit     

Harold D. Stolovitch  Erica J. Keeps  James D. Russell 《Performance Improvement》2004,43(5):40-42

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Serial pattern learning of temporal intervals     

Russell M. Church  Donna M. Lacourse 《Learning & behavior》1998,26(3):272-289

The problem was to determine how rats adjust the times of their lever responses to repeating sequences of interfood intervals. In Experiment 1, rats were trained on an interval schedule of reinforcement with a 12-element Fleshler-Hoffman series with a mean of 60 sec; the order was as follows: ascending, random with repetition, random with replacement, random without replacement. In Experiment 2, rats were trained with a 10-element ascending or descending series (from 2⁰ to 2⁹ sec), and in a ramp procedure in which these intervals increased and then decreased repeatedly. In the ascending, descending, and ramp conditions (but not in the random conditions), postreinforcement pause (PRP) was a function of the interval. PRP was most highly correlated with an interval later in the series. Theories of conditioning and timing based on the averaging of past experience must be modified to account for such anticipatory behavior.  相似文献   

Drawing to reason and learn in science     

Russell Tytler  Vaughan Prain  George Aranda  Joseph Ferguson  Radhika Gorur 《科学教学研究杂志》2020,57(2):209-231

Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science.  相似文献   

Learning unplugged: Using mobile technologies for organizational training and performance improvement     

Diane Gayeski  James D. Russell 《Performance Improvement》2003,42(9):41-43

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Rowen's Birth Story: His and Her Versions          下载免费PDF全文

Russell Nuzum  Rachel Nuzum 《The Journal of perinatal education》2009,18(3):4-9

In this column, a father and a mother each share their unique version of their son''s natural birth.  相似文献   

Childhood and the philosophy of education: an anti‐Aristotelian perspective     

Joshua Russell 《Environmental Education Research》2009,15(5):621-624

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Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation     

Deborah Russell Carter  Renee K. Van Norman 《Early Childhood Education Journal》2010,38(4):279-288

As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.  相似文献   

Psychometric properties of the Talent Development Environment Questionnaire with Chinese talented athletes     

Chunxiao Li  Russell Martindale  Yandan Wu  Gangyan Si 《Journal of sports sciences》2018,36(1):79-85

The development of talented athletes is a priority for many countries across the world, including China. A validated Chinese 5-factor Talent Development Environment Questionnaire (TDEQ-5) would go some way in helping researchers and practitioners investigate talent development systems within China from an evidence-based perspective. For this purpose, the 25-item English TDEQ-5 was translated to Chinese through a standardised process. The translated scale was then administered to 538 talented Chinese youth athletes. Confirmatory factor analysis revealed adequate model fit of the scale. The internal reliability, concurrent and discriminant validity, and test–retest reliability of the scale were adequately supported. The scale was also invariant across gender. It is recommended that the Chinese TDEQ-5 can be used with confidence in both applied and research settings.  相似文献   

Editorial     

Tom Russell  Mandi Berry 《Studying Teacher Education》2018,14(1):1-2

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The ins and outs of US youth soccer: learning about loyalty and success     

Paul Kooistra  Russell Kooistra 《Soccer & Society》2018,19(7):944-965

This paper discusses one aspect of competitive youth team soccer in the US: the tension between loyalty and success. Teams use rituals to encourage parents and players to place loyalty to the team over individual goals and self-interest. But competitive teams value team success over loyalty to its players. And youth learn to place self-interest over loyalty to the team, even at the cost of friendships. This becomes an important lesson for youth in a competitive economic system, where success in adulthood is often defined in economic terms. Thus, competitive youth soccer reproduces an upper-middle-class habitus familiar to many of the families that participate in youth sports in the US. The pursuit of desirable careers typically demands geographic mobility and the routine abandonment of significant others. It is a taken for granted aspect of the upper middle-class worldview, learned at a young age in competitive team sports such as soccer.  相似文献