A nationwide epidemiologic modeling study of LD: risk, protection, and unintended impact     

McDermott PA  Goldberg MM  Watkins MW  Stanley JL  Glutting JJ 《Journal of learning disabilities》2006,39(3):230-251

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.  相似文献   

Stability and correlates of student evaluations of teaching at a Chinese university     

Guo‐Hai Chen  David Watkins 《Assessment & Evaluation in Higher Education》2010,35(6):675-685

This paper examines the stability and validity of a student evaluations of teaching (SET) instrument used by the administration at a university in the PR China. The SET scores for two semesters of courses taught by 435 teachers were collected. Total 388 teachers (170 males and 218 females) were also invited to fill out the 60‐item NEO Five‐Factor Inventory together with a demographic information questionnaire. The SET responses were found to have very high internal consistency and confirmatory factor analysis supported a one‐factor solution. The SET re‐test correlations were .62 for both the teachers who taught the same course (n = 234) and those who taught a different course in the second semester (n = 201). Linguistics teachers received higher SET scores than either social science or humanities or science and technology teachers. Student ratings were significantly related to Neuroticism and Extraversion. Regression results showed that the Big‐Five personality traits as a group explained only 2.6% of the total variance of student ratings and academic discipline explained 12.7% of the total variance of student ratings. Overall the stability and validity of SET was supported and future uses of SET scores in the PR China are discussed.  相似文献   

Alan Garner's ‘Elidor’     

Tony Watkins 《Children‘s Literature in Education》1972,3(1):56-63

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Costs-consequences analysis: A primer     

Mark Muir  Ryan Watkins  Roger Kaufman  Doug Leigh 《Performance Improvement》1998,37(4):8-48

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Precision Teaching and Direct Instruction: Measurably Superior Instructional Technology in Schools     

Carl Binder  Cathy L. Watkins 《Performance Improvement Quarterly》1990,3(4):74-96

Although educators, policy-makers, business leaders, and the general public have become increasingly concerned about the “basic skills” crisis in American schools, research-based solutions have existed for over two decades in the form of measurably superior teaching methodologies: Precision Teaching and Direct Instruction. In federally validated research, each of these instructional technologies has been shown to produce far greater achievement and self-esteem among students than more traditional teaching practices, with favorable cost-benefit ratios when implemented in schools. These results have been obtained despite adverse socio economic influences on students so of ten blamed for failure in the classroom. These methods have not been widely adopted, partly due to political and philosophical resistance to measurably superior instructional technology among educators. This article provides overviews of Precision Teaching and Direct Instruction, discusses their origins and research backgrounds, cites effec tiveness data, and describes how they can complement one another when used together. It provides sufficient references to the literature and pointers to existing programs to enable interested readers to learn more about each of these measurably superior educational solutions.  相似文献   

An update on relating needs assessment and needs analysis     

Ryan Watkins  Roger Kaufman 《Performance Improvement》1996,35(10):10-13

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Training rugby athletes with an external attentional focus promotes more automatic adaptions in landing forces     

Tricia Lee Widenhoefer  Taylor Matthew Miller  Mark Steven Weigand  Emily Ann Watkins 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(2):163-173

Training to reduce landing forces is a common component of anterior cruciate ligament injury prevention programmes. The purpose of this study was to compare the effects of training incorporating instructions promoting an internal versus external attentional focus on landing forces in adolescent rugby athletes. Twenty-two rugby athletes were randomly allocated to groups that received instructions promoting an internal versus an external focus during a two week training programme. Landing forces were recorded before and after completion of the programme. During follow-up testing, landings were performed with and without a secondary cognitive task. Both groups exhibited a similar reduction in landing forces following training for trials performed without the secondary cognitive task. However, the groups responded differently when the secondary cognitive task was imposed. Athletes who were trained with an internal focus demonstrated a prominent increase in landing forces for trials that included the secondary cognitive task (vs. trials performed without the secondary cognitive task), whereas the secondary cognitive task had minimal influence for athletes who were trained with an external focus. It appears that training with an external focus may promote adaptations in landing mechanics that can be implemented more automatically.  相似文献   

The effects of opposition and gender on knee kinematics and ground reaction force during landing from volleyball block jumps   总被引：1，自引：0，他引：1  

Hughes G  Watkins J  Owen N 《Research quarterly for exercise and sport》2010,81(4):384-391

The aim of this study was to examine the effect of opposition and gender on knee kinematics and ground reaction force during landing from a volleyball block jump. Six female and six male university volleyball players performed two landing tasks: (a) an unopposed and (b) an opposed volleyball block jump and landing. A 12-camera motion analysis system (120 Hz) was used to record knee kinematics, and a force platform (600 Hz) was used to record ground reaction force during landing. The results showed a significant effect for level of opposition in peak normalized ground reaction force (p = .04), knee flexion at ground contact (p = .003), maximum knee flexion (p = .001), and knee flexion range of motion (p = .003). There was a significant effect for gender in maximum knee flexion (p = .01), knee flexion range of motion (p = .001), maximum knee valgus angle (p = .001), and knee valgus range of motion (p = .001). The changes in landing biomechanics as a result of opposition suggest future research on landing mechanics should examine opposed exercises, because opposition may significantly alter neuromuscular responses.  相似文献   

Integrating the Standard Normal Probability Density Function     

Alan H Watkins 《Teaching Statistics》1993,15(2):49-49

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Book reviews     

Anthony Watkinson  Judy Watkins  Alastair Dryburgh  Hazel Bell  Susan Hezlet 《Learned Publishing》2001,14(4):307-311

Declaring Independence: A Guide to Creating Community-controlled Science Journals Policy Approaches to Copyright in HEIs: A Study of the JISC Committee for Awareness, Liaison and Training by Ralph Weedon University of Strathclyde (available from The Centre for Educational Systems, University of Strathclyde, Alexander Turnbull Building, 155 George Street, Glasgow G1 1RD). ISBN 0-9538312-0-5 Internet Publishing and Beyond: The Economics of Digital Information and Intellectual Property edited by Brian Kahin and Hal R. Varian MIT Press, 2000. Pp. 229. Paperback £16.95. ISBN 0-262-61159-7 How to Present at Meetings edited by George Hall. London: BMJ Books, 2001. Pp. ix + 79. £12.95. ISBN 0-7279-1271-2 Dictionary of Printing and Publishing by Michael Barnard and John Peacock Pira International, UK, 2000. Pp. 216. Softcover, £80.00. ISBN 1-85802-3815  相似文献