Computerized prompting partners and keystroke recording devices: Two macro driven writing tools     

Thomas H. Reynolds  Curtis Jay Bonk 《Educational technology research and development : ETR & D》1996,44(3):83-97

Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed.  相似文献   

Team Hyena Puppet: An Interdisciplinary Approach to Making and Teaching Science Through Art     

Heather Trommer-Beardslee  Ann Dasen  Wiline Pangle  Jay Batzner 《Teaching Artist Journal》2019,17(1-2):45-50

In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.  相似文献   

Continuity in Parent-Child Relationships from Infancy to Middle Childhood and Relations with Friendship Competence     

Milam K. Freitag  Jay Belsky  Karin Grossmann  Klaus E. Grossmann  Hermann Scheuerer-Englisch 《Child development》1996,67(4):1437-1454

This cross-cultural study examined continuity in parent-child relationships from infancy to middle childhood in a sample of German families. Connections were traced between individual differences in a composite of markers of the parent-child attachment relationship system (including classification of the infant via the Strange Situation and parent via the Adult Attachment Interview and for mothers' ratings of sensitivity) and later parent-child communications. Fundings within the mother-child relationship revealed modest links between the composite and communications and were taken to suggest that the divergent fields of attachment and family communication research are addressing similar underlying relationship processes involving the interplay between relatedness and autonomy. Further findings revealed that the composite modestly predicted variability in children's competence in forming friendships and that differences in concurrent child-mother communications significantly added to and possibly mediated these effects. Results were interpreted as supporting a process model of development, whereby adaptation is influenced by both current and past relationship status.  相似文献   

The Semiconductor Chemical Sensor     

Jay N. Zemel 《Journal of The Franklin Institute》1973,296(6):475-483

Several methods of detecting the presence of various chemical species are considered. A specific example of atomic hydrogen in lead selenide is examined and used to illustrate some important principles.  相似文献   

Time for inclusion?     

Matthew Krehl Edward Thomas  Benjamin Jay Whitburn 《British Journal of Sociology of Education》2019,40(2):159-173

This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibilities of inclusive practice within which a dominant agenda of compliance frames classroom complexities – both in schooling and higher education environments – into fragmented and preconceived responses to challenging situations. Education systems position educators in risk discourses concentrated on compliance and performance, in part through an emphasis that is placed on the diagnosis of learner differences and subsequent compartmentalised responses. Through schisms in modern time, we demonstrate the ways in which inclusion, like other educational demands, may be supported through a diffraction in time rather than subjugated to it.  相似文献   

A meta-analysis of maturation-related variation in adolescent boy athletes’ adaptations to short-term resistance training     

Jason Moran  Gavin R. H. Sandercock  Rodrigo Ramírez-Campillo  César Meylan  Jay Collison  Dave A. Parry 《Journal of sports sciences》2017,35(11):1041-1051

This meta-analysis investigated the maturation-related pattern of adaptations to resistance training in boy athletes. We included studies examining the effects of 4–16-week resistance training programmes in healthy boy athletes aged 10–18 years. Pooled estimates of effect size for change in strength across all studies (n = 19) were calculated using the inverse–variance random effects model for meta-analyses. Estimates were also calculated for groups based on likely biological maturity status (“before”, “during” and “after” peak height velocity). Using the standardised mean difference, resistance training increased strength across all groups (effect size = 0.98, [CI: 0.70–1.27]). Strength gains were larger during (1.11 [0.67–1.54]) and after (1.01 [0.56–1.46]) peak height velocity than before (0.5 [?0.06–1.07]). Adaptations to resistance training are greater in adolescent boys during or after peak height velocity. These findings should help coaches to optimise the timing of training programmes that are designed to improve strength in boy athletes.  相似文献   

III. The Movement Toward the Coordination of Agencies During the Past Year     

Jay S. Stowell∗ 《Religious education (Chicago, Ill.)》2013,108(3):203-207

  相似文献   

12. Educational politics and policy: and the game goes on     

Jay D. Scribner  Pedro Reyes  Lance D. Fusarelli 《教育政策杂志》2013,28(5):201-212

  相似文献   

Teachers' instruction of noncategorically grouped handicapped children     

Richard A. Curci  Jay Gottlieb 《Exceptionality》2013,21(4):239-248

Abstract

The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self‐contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers' academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions.  相似文献   

Reliability as Argument     

Jay Parkes 《Educational Measurement》2007,26(4):2-10

Reliability consists of both important social and scientific values and methods for evidencing those values, though in practice methods are often conflated with the values. With the two distinctly understood, a reliability argument can be made that articulates the particular reliability values most relevant to the particular measurement situation and then the most appropriate evidence and theory to support an argument for the presence of that value. The steps in making a reliability argument are explained and an extended example is given. The article is intended to provoke discussion, debate, and the development of additional reliability methodologies.  相似文献