Randomized interdependent group contingencies: Group reinforcement with a twist     

Kimberly Kelshaw‐Levering  Heather E. Sterling‐Turner  Jennifer R. Henry  Christopher H. Skinner 《Psychology in the schools》2000,37(6):523-533

This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second‐grade classroom in a rural southeastern school district. Specifically, using a multiphase time‐series design (i.e., A‐B‐A‐C‐B‐C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RR+ phase), and an intervention phase with all components randomized (R‐ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R‐ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations. © 2000 John Wiley & Sons, Inc.  相似文献   

Exploring the Perceptual Gap in Perceived Effects of Media Reports of Opinion Polls     

Pan  Zhongdang; Abisaid  Joseph L.; Paek  Hye-Jin; Sun  Ye; Houden  Debra 《Int. Journal of Public Opinion Research》2006,18(3):340-350

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Teaching Machines     

Skinner  B. F. 《Education, IRE Transactions on》1959,2(1):14-22

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Infusion of Multicultural Issues in Curricula: A Student Perspective     

Sharon K. Anderson  David MacPhee  Debra Govan 《Innovative Higher Education》2000,25(1):37-57

To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness. Former students reported that addressing multicultural issues in courses had a long-term impact on knowledge, attitudes, and professional skills. However, such benefits were not specific to classes that had been targeted for curriculum revision.  相似文献   

An Introduction to Using Theory in Social Work Practice,by James A. Forte     

Debra Ruisard 《Journal of Teaching in Social Work》2017,37(4):416-417

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Student teacher challenges: using the cognitive load theory as an explanatory lens     

Daniel C. Moos  Debra Pitton 《Teaching Education》2014,25(2):127-141

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.  相似文献   

A comparison of men's and women's strength to body mass ratio and varus/valgus knee angle during jump landings     

Haines TL  McBride JM  Triplett NT  Skinner JW  Fairbrother KR  Kirby TJ 《Journal of sports sciences》2011,29(13):1435-1442

The purpose of this investigation was to compare valgus/varus knee angles during various jumps and lower body strength between males and females relative to body mass. Seventeen recreationally active females (age: 21.94 ± 2.59 years; height: 1.67 ± 0.05 m; mass: 64.42 ± 8.39 kg; percent body fat: 26.89 ± 6.26%; squat one-repetition maximum: 66.18 ± 19.47 kg; squat to body mass ratio: 1.03 ± 0.28) and 13 recreationally active males (age: 21.69 ± 1.65 years; height: 1.77 ± 0.07 m; mass: 72.39 ± 9.23 kg; percent body fat: 13.15 ± 5.18%; squat one-repetition maximum: 115.77 ± 30.40 kg; squat to body mass ratio: 1.59 ± 0.31) performed a one-repetition maximum in the squat and three of each of the following jumps: countermovement jump, 30 cm drop jump, 45 cm drop jump, and 60 cm drop jump. Knee angles were analysed using videography and body composition was analysed by dual-energy X-ray absorptiometry to allow for squat to body mass ratio and squat to fat free mass ratio to be calculated. Significant differences (P ≤ 0.05) were found between male and female one-repetition maximum, male and female squat to body mass ratio, and male and female squat to fat free mass ratio. Significant differences were found between male and female varus/valgus knee positions during maximum flexion of the right and left leg in the countermovement jump, drop jump from 30 cm, drop jump from 45 cm, and drop jump from 60 cm. Correlations between varus/valgus knee angles and squat to body mass ratio for all jumps displayed moderate, non-significant relationships (countermovement jump: r = 0.445; drop jump from 30 cm: r = 0.448; drop jump from 45 cm: r = 0.449; drop jump from 60 cm: r = 0.439). In conclusion, males and females have significantly different lower body strength and varus/valgus knee position when landing from jumps.  相似文献   

The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry     

Debra L. Penberthy  Susan B. Millar 《Innovative Higher Education》2002,26(4):251-270

Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process.  相似文献   

Information and Communication Technology and the Teacher of the Future. Carolyn Dowling and Kwok-Wing Lai     

Debra Dawson 《Education and Information Technologies》2004,9(4):405-408

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Our Language: (Re)Imagining Communities in Ukrainian Language Classrooms     

Debra A. Friedman 《Journal of Language, Identity & Education》2016,15(3):165-179

Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an imagined community of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential effect of this identification on willingness to learn and use Ukrainian. Microanalysis of classroom interaction illustrates how teachers drew upon prevailing discourses of language and nation in ways that both presupposed and sought to create children’s membership in an imagined national community whose core practices included affiliation with Ukrainian as “our language.” However, interview data reveal that while children readily aligned with this imagined community and voiced its language ideologies, they positioned themselves as peripheral members or alternatively reimagined an alternative, multilingual Ukrainian community.  相似文献