Changes in inhibition during differential eyeblink conditioning with increased training     

Campolattaro MM  Schnitker KM  Freeman JH 《Learning & behavior》2008,36(2):159-165

Three experiments examined inhibitory learning in rats, using Pavlovian and differential inhibitory eyeblink conditioning procedures. Experiment 1 was designed to compare summation and retardation effects following Pavlovian conditioned inhibition (A1/XA) or differential inhibition (A1/X) training using auditory and visual conditioned stimuli (CSs). After ten 100-trial sessions of training, both Pavlovian conditioned inhibition and differential inhibition produced a retardation effect. However, a summation effect was obtained only for rats given Pavlovian conditioned inhibition training. Experiment 2 showed that increasing differential inhibition training to twenty 100-trial sessions produced summation and retardation effects. In Experiment 3, rats were trained with either ten or twenty 100-trial sessions of intramodal inhibitory training with two tone CSs (2 kHz vs. 8 kHz). Summation and retardation effects were obtained after only 20 sessions of differential conditioning. The findings indicate that extensive training is needed to establish conditioned inhibition with intermodal or intramodal differential conditioning.  相似文献   

Classifying university employability strategies: three case studies and implications for practice and research     

Stéphane A. Farenga  Kathleen M. Quinlan 《Journal of Education & Work》2016,29(7):767-787

This qualitative study documents three main strategic models used by Russell Group Careers Services to support students’ preparation for graduate careers. It is framed against the backdrop of a challenging graduate labour market, discussions of employability in the literature and the policy assumption that universities are responsible for developing students’ employability. First, we classify the strategies used at Russell Group universities through a content analysis of Careers Service websites. We then select three case studies representing contrasting patterns of provision. Interviews with Careers Service directors and staff at the case study institutions provide the rationales behind these three different strategies, which we describe as ‘Hands-Off’, ‘Portfolio’ and ‘Award’. Drawing on 17 interviews and analysis of participation data provided by the Careers Services, we compare and contrast the approaches. The first case fills gaps in an esteemed academic system in which most students already have social capital. The second case focuses on segmenting their market to directly serve varied student needs. The third case emphasises partnership with academics and embedding career development within the curriculum. We take a critical perspective on these strategies in relation to major theoretical conceptions of employability found in the literature. Finally, we suggest implications for practices within Careers Services and further research in this underdeveloped field.  相似文献   

Negotiating democratic relations in a doctoral project examining university conditions and pedagogical praxis     

Kathleen Mahon 《Educational Action Research》2017,25(1):71-87

This article is a critically reflexive account of how collaborative processes and democratic relations were negotiated in a doctoral research project which combined elements of institutional ethnography, self-study, and, significantly for this article, critical participatory action research. The critical participatory action research dimension of the project involved a group of academics working in the same university faculty, critically and collaboratively examining their own pedagogical practice and the conditions which constrain and enable critical pedagogical praxis in their setting. The article explores what possibilities for democratic participation were created and limited by the circumstances and conditions that constituted this critical participatory action research. I consider the kind of democratic participation that was possible, what enabled this kind of democratic participation, and challenges that emerged in attempts to realise democratic goals. The discussion highlights some of the complexities of fostering democratic participation in critical participatory action research within doctoral research.  相似文献   

Understanding student engagement in online learning environments: the role of reflexivity   总被引：1，自引：0，他引：1  

Peter Kahn  Lucy Everington  Kathleen Kelm  Iain Reid  Francine Watkins 《Educational technology research and development : ETR & D》2017,65(1):203-218

It is important to develop understanding of what underpins the engagement of students in online learning environments. This article reports on a multiple case study that explored student engagement in a set of postgraduate degrees offered on a fully online basis. The study was based on a theorization of student engagement as the exercise of intentional human action, .or agency. It identified ways in which tasks and social relations in the online learning environments triggered reflexivity on the part of students, with ‘reflexivity’ understood to mean the ordinary mental capacity to consider oneself in relation to one’s social setting. A different relationship between reflexivity and student engagement was in view than that identified by Margaret Archer with regard to reflexivity and social mobility. Rather than displaying one dominant mode of reflexivity, the students considered in the study were seen to draw on a range of modes. The engagement of these students in their learning was also seen to depend on the manner in which they engaged in reflexivity centred on the pursuit of shared goals, that is in collective reflexivity. Specific practices were seen to trigger constructive forms of collective reflexivity, while fractured and restricted forms of collective reflexivity were linked to student disengagement in relation to joint tasks. As well as adverting to the importance of collective reflexivity to learning, the study highlights scope for dissonance between the modes of reflexivity and practices favoured by an online learning environment and the reflexive profile of the student.  相似文献   

Imagining Democratic Futures for Public Universities: Educational Leadership Against Fatalism's Temptations     

Kathleen Knight Abowitz 《Educational theory》2016,66(1-2):181-197

At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present political–economic context of public education in general and public universities in particular. Dewey's conception of democratic education is then explored; his arguments regarding aims, experience, thinking, and social intelligence provide important tools for imagining the democratic futures of public universities today.  相似文献   

US teachers' and school counsellors' strategies for handling school bullying incidents     

Sheri Bauman  Ken Rigby  Kathleen Hoppa 《教育心理学》2008,28(7):837-856

A sample of 735 US teachers and school counsellors completed an online survey asking how likely they would be to use various strategies to respond to a hypothetical bullying incident. Analyses examined their use of five strategies: Ignoring the incident, Working with the bully, Working with the victim, Enlisting other adults, and Disciplining the bully. Differences in mean scores based on these strategies were found by gender of participant, the presence or absence of school anti‐bullying policies and programmes, and previous anti‐bullying training. Teachers and school counsellors differed on four of the five scale scores. Qualitative comment data add to the findings. Implications of the findings are discussed.  相似文献   

Provenance and credibility in scientific data repositories     

Kathleen Fear  Devan Ray Donaldson 《Archival Science》2012,12(3):319-339

Despite a long history of rich theoretical work on provenance, empirical research regarding users?? interactions with and judgments based upon provenance information in archives with scientific data is extremely limited. This article focuses on the relationship between provenance and credibility (i.e., trustworthiness and expertise) for scientists. Toward this end, the authors conducted semi-structured interviews with seventeen proteomics researchers who interact with data from ProteomeCommons.org, a large online repository. To analyze the resulting interview data, the authors apply Brian Hilligoss and Soo Young Rieh??s empirically tested theoretical framework for user credibility assessment. Findings from this study suggest that together with other information provided in ProteomeCommons.org and subjects?? own experiences and prior knowledge, provenance allows users to determine the credibility of datasets. Implications of this study stress the importance of the archival perspective of provenance and archival bond for aiding scientists in their credibility assessments of data housed in scientific data repositories.  相似文献   

When and how to push: providing the most current information about second-stage labor to women during childbirth education     

Simpson KR 《The Journal of perinatal education》2006,15(4):6-9

Childbirth educators can have a significant impact on safe care for mothers and babies during the second stage of labor. In this guest editorial, educators are encouraged to make sure they are knowledgeable about the latest evidence for best second-stage-care practices so they can adequately prepare women to advocate for themselves during this time.  相似文献   

Can the punishment fit the crime when suspects confess child sexual abuse?     

Faller KC  Birdsall WC  Vandervort F  Henry J 《Child abuse & neglect》2006,30(7):815-827

OBJECTIVE: To determine significant predictors of severity of sentencing of sex offenders of minors in a jurisdiction which obtains many confessions. METHOD: Data were abstracted from 323 criminal court case records of sexually abused minors over 11 years in a county which places a high priority on sexual abuse prosecution. The sample used in this analysis consisted of 218 men who received a sentence for a sex offense. Multiple regression analysis was used to examine what factors predicted severity of sentences. Specifically this study explores whether, in a county which is very successful in obtaining confessions to sexual abuse of children, the severity of sentence is explained by the seriousness of the crime (more severe type of sexual abuse, younger age of the victim, prior conviction of a sex offense, and abusing more than one child), or by factors unrelated to the seriousness of the offense, offender confession and/or having a court-appointed attorney. RESULTS: Factors that predicted the severity of the sentence were the seriousness of the sex crime, prior conviction of a sex crime, and young age of the victim. CONCLUSIONS: This community, with a high confession rate and a high conviction rate, imposed sentences that were consistent with the crimes, with more severe sentences for more serious crimes. Convenience factors, such as the fact the offender confessed, and systemic factors, such as having a court-appointed attorney, did not result in more severe sentences.  相似文献   

Child protection and welfare reform     

Wells K 《Child abuse & neglect》2006,30(11):1175-1179

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