Benefits of self-control in dyad practice     

Wulf G  Clauss A  Shea CH  Whitacre CA 《Research quarterly for exercise and sport》2001,72(3):299-303

  相似文献   

When forgetting benefits motor retention     

J B Shea  D L Wright 《Research quarterly for exercise and sport》1991,62(3):293-301

Recent research (Lee & Weeks, 1987; Weeks, Lee, & Elliott, 1987) investigating the processes responsible for the contextual interference phenomenon has used a modified short-term motor retention paradigm to support the reconstruction explanation (Lee & Magill, 1985; Magill, 1989; Magill & Hall, 1990). The present experiment was an extension of these experiments in which forgetting of an acquisition task was induced through performance of either a similar or dissimilar distractor task during the intertrial interval. The effects of an extra practice trial with the acquisition task as well as no activity during the intertrial interval were also investigated. In addition, forgetting of the acquisition task was assessed prior to a reconstruction trial, which immediately preceded a 2-min filled retention interval. Both similar and dissimilar distractor tasks caused equivalent amounts of forgetting of the acquisition task prior to the reconstruction trial. However, retention of the acquisition task was significantly improved if its reconstruction occurred following forgetting due to interference from performance of a similar distractor task. These findings suggest forgetting and subsequent reconstruction alone are not sufficient for improved retention. These processes must occur in the context of a similar task for improved retention.  相似文献   

Summary knowledge of results     

C D Gable  C H Shea  D L Wright 《Research quarterly for exercise and sport》1991,62(3):285-292

Summary knowledge of results (KR) involves delaying the presentation of KR until a predetermined number of trials has been completed. Schmidt, Young, Swinnen, and Shapiro (1989) found an optimal summary length of 15 trials (compared to 1, 5, and 10) and Schmidt, Lange, and Young (1990) found an optimum length of 5 trials (compared to 1, 10, and 15) for 1 and 2 kinematic degree of freedom timing tasks, respectively. Experiment 1 was designed to determine the optimal summary length for learning a simple isometric force production task. The results indicated better retention for the 16-trial summary than for 8- or 1-trial summaries. Experiment 2 was an initial attempt to determine the locus of the 16-trial summary effect. Specifically, Experiment 2 focused on the role played by both the information provided in the summary presentations and the practice per se of the first 14 trials in the 16-trial block. The results suggest KR is important to ensure response stability. However, it also appears important to restrict the subject's immediate utilization of KR. This latter requirement may potentially aid the parameterization process, resulting in a reduction in response bias.  相似文献   

Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014     

Geraldine Mooney Simmie  Cathal de Paor  Jennifer Liston  John O’Shea 《Asia-Pacific Journal of Teacher Education》2017,45(5):505-519

This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers’ professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a transformative view of good teaching as an advanced specialised practice. A critical analysis was conducted, using a systematic literature review that yielded 14 peer-reviewed papers, to discursively position teachers’ professional learning and pinpoint questions for future study. Findings showed that while studies reported positive outcomes they were often atheoretical and framed within narrow chains of logic that neglected important strands, such as, teacher “knowledge-of-practice”. The study raises important questions not only about the positioning of beginning teachers’ professional learning but about meaningful professional learning for all teachers across the continuum of teacher education.  相似文献   

The Effect of Various Factors on Standard Setting     

John J. Norcini  Judy A. Shea  D. Theresa Kanya 《Journal of Educational Measurement》1988,25(1):57-65

This paper reports two studies of standard setting using Angoff's method. Results of the first study suggest that specialization within broad content areas does not affect an expert's estimates of the performance of the borderline group. This is reassuring because the knowledge base of many professions is so large that no individual can be considered an expert in all aspects of it. Results of the second study support the recommendation that performance data be provided during the standard-setting process. They are frequently used by experts, but will not have an impact on the standard unless the distribution of item difficulties is skewed markedly. It also increases the correspondence between p-values and estimates of borderline group performance, thereby reducing errors in pass/fail decisions. Overall, the results support recommendations often made in standard-setting literature, but they need to be replicated with other groups of experts  相似文献   

Climate Change Professional Development: Design,Implementation, and Initial Outcomes on Teacher Learning,Practice, and Student Beliefs     

Nicole A. Shea  Chrystalla Mouza  Andrea Drewes 《Journal of Science Teacher Education》2016,27(3):235-258

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5–16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants’ reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.  相似文献   

Increase in calcium content of erythrocyte and its significance to the function of enzyme calcium activated neutral protease (CANP) activity in β- thalassemia homozygotes and heterozygotes     

CH. V. Ramana Devi  M. P. J. S. Anandaraj 《Indian journal of clinical biochemistry : IJCB》1994,9(1):21-23

The enhanced presence of calcium in the erythrocytes of thalassemia homozygotes along with an increase in cytosolic and membrane bound CANP, and a decrease in membrane glycoprotein and total membrane sulfhydryl groups are statistically significant changes.In vitro loading of erythrocytes with calcium in the presence of lonophore A₂₃₁₈₇ caused similar changes pointing to the significance of calcium mediated proteolysis, especially by CANP in preparing erythrocytes for the phagocytic event.  相似文献   

“Kids from here don't go to uni”: Considering first in family students' belonging and entitlement within the field of higher education in Australia     

Sarah O&#x;Shea 《European Journal of Education》2021,56(1):65-77

  相似文献   

Integrating to learn and learning to integrate: A case study of an online master's program on science–mathematics integration for middle school teachers     

Mimi Miyoung Lee  Jennifer Chauvot  Brian Plankis  Julie Vowell  Shea Culpepper 《The Internet and Higher Education》2011,14(3):191-200

iSMART (Integration of Science, Mathematics, and Reflective Teaching) Program is an online science and mathematics integrated graduate program for middle school teachers across the state of Texas. As part of a large design-based research project, this paper describes the initial stages of the design process of the iSMART program for its first cohort in the fall of 2010 with a focus on program development. The paper begins with our theoretical perspective and rationale for our use of design-based research methodology. We then provide a review of literature on the integration of science and mathematics and the design of online learning environments. Next, we report on the decisions made by science and mathematics teacher educators in the early process of iSMART design as well as the online design components. Finally, we provide our plan for the continuous implementation and redesign of the program with the first cohort of 25 iSMART teachers.  相似文献   

A Note on the Application of Multiple Matrix Sampling to Standard Setting     

John J. Norcini  Judy A. Shea  James C. Ping 《Journal of Educational Measurement》1988,25(2):159-164

In many of the methods currently proposed for standard setting, all experts are asked to judge all items, and the standard is taken as the mean of their judgments. When resources are limited, gathering the judgments of all experts in a single group can become impractical. Multiple matrix sampling (MMS) provides an alternative. This paper applies MMS to a variation on Angoff's method (1971) of standard setting. A pool of 36 experts and 190 items were divided randomly into 5 groups, and estimates of borderline examinee performance were acquired. Results indicated some variability in the cutting scores produced by the individual groups, but the variance components were reasonably well estimated. The standard error of the cutting score was very small, and the width of the 90% confidence interval around it was only 1.3 items. The reliability of the final cutting score was.98  相似文献