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21.
John E. Kelsey 《Learning & behavior》1977,5(1):83-92
Male rats which had received approximately 21 min of pulsed, inescapable tail shock during a 6-h session in a wheel-turn chamber were markedly deficient in acquisition of an FR 2 crossing escape response in a shuttlebox when first tested 22 or 70 h later (Experiments 1 and 2). Rats which had received identical amounts and patterns of escapable/avoidable shock, however, were not deficient (Experiment 1). Preventing wheel-turn responses during the inescapable shocks prevented the occurrence of the subsequent escape deficit, whereas reducing the feedback provided for the first crossing response of the FR 2 requirement enhanced the deficit (Experiment 3). These data can be best explained by the learned helplessness hypothesis and indicate that the types of responses available and made during the inescapable shocks are more important than previously indicated. 相似文献
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Bruce Perry Michael P. Donovan Linda J. Kelsey John Paterson Walter Statkiewicz Robert D. Allen 《科学教学研究杂志》1986,23(1):73-83
The theories of Jean Piaget and William Perry provide two different theories of intellectual development with several similiarities, but also with critical differences. In this study a comparison was made to determine whether the two theories describe operation of the same mental structures or two fundamentally different aspects of intellectual development. The results, based upon individual interviews of all participants, indicate that the two theories outline different and independent processes for assessing intellectual development. 相似文献
23.
Performance on five logical, spatial and formal tasks was used to make inferences about the reasoning structures of the subjects. The tasks used were: seriation matrix, tilt of a cone, location of a point in two and three dimensions, flexible rods and projection of shadows. Three research questions were asked: first, what is the general level of performance; second, are there grade level differences; and third, are there gender differences in task performance. The subjects were 101 middle and high school students chosen at random from the school population. Each task was given in an individual interview. Findings include grade level differences in performance and gender differences in performance on one of the tasks. Implications for classroom teachers were proposed. 相似文献
24.
Kelsey M. Quigley Ginger A. Moore Cathi B. Propper Barbara D. Goldman Martha J. Cox 《Child development》2017,88(3):919-933
Consistent with the gustatory–vagal hypothesis, vagal stimulation during breastfeeding may contribute to infants' physiological regulatory development independent of caregiving effects. This study examined whether breastfeeding predicted 6‐month‐old infants' (N = 151) and their mothers' vagal regulation during the face‐to‐face still‐face (FFSF). Although breastfed and nonbreastfed infants showed expected vagal withdrawal during the Still‐Face episode, only breastfed infants showed continued withdrawal during the reunion episode, suggesting greater physiological mobilization to repair the interaction. Breastfeeding mothers showed higher vagal tone than nonbreastfeeding mothers at baseline, suggesting greater capacity for regulation, and throughout the FFSF, suggesting calmer states. Breastfeeding effects were independent of maternal sensitivity. Findings suggest that infants' and mothers' physiological regulation may be shaped by breastfeeding independently of associated social factors. 相似文献
25.
Deborah Hanuscin Kelsey Lipsitz Dante Cisterna-Alburquerque Kathryn A. Arnone Delinda van Garderen Zandra de Araujo Eun Ju Lee 《Journal of Science Teacher Education》2016,27(4):393-414
The ‘conceptual storyline’ of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content storyline, student learning is positively impacted (Roth et al., 2011). Because the conceptual storyline is often implicit within a lesson, and teachers often have difficulty articulating this aspect of lesson design (Lo et al., 2014), our professional development program engages elementary teachers in analyzing and developing graphic representations of a lesson’s conceptual storyline to make that element explicit. In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their capacity to develop a coherent conceptual storyline. 相似文献
26.
Rebecca Wolf Jennifer Morrison Amanda Inns Robert Slavin Kelsey Risman 《Journal of research on educational effectiveness》2020,13(2):428-447
AbstractRigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a “developer effect” and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward. 相似文献
27.
Recent initial teacher education policy and regulatory frameworks privilege “classroom ready” discourses. Taking up “readiness” as technical skill requiring more “practice” leads to narrowing of teachers’ roles and efficacy with increasing pressure and regulation that marginalises ideals to equip pre-service teachers to be “community ready”. We argue that enabling preservice teacher agency to engage with community beyond notions of mastering bounded classroom practice is critical to teachers’ roles. Supporting teachers to teach in context as engaged global citizens requires a readiness of relational understanding and skills about the lived experiences of learners, and their wider community contexts. Data from a critical service learning case study highlight how preservice teacher agency to engage with community is conceptualised and experienced in simultaneously beneficial and challenging ways. These findings indicate the complex, yet necessarily significant contributions of service learning experiences to the development of preservice teacher “readiness”. 相似文献
28.
Low health literacy is well documented in East Tennessee. Before addressing the issue, librarians at the Preston Medical Library, University of Tennessee Medical Center in Knoxville, Tennessee, conducted a needs assessment of hospital staff to determine their knowledge of health literacy and the need for training. As a follow-up, library staff conducted training sessions for nurses through classes, small group meetings, and staff huddles. The result is an increased dialogue of health literacy at the hospital, along with new research projects, a forum, and a summit meeting. 相似文献
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Angela Mooney Laurel Kelsey Gilbert W. Fellingham James D. George Ron L. Hager J. William Myrer 《Measurement in physical education and exercise science》2013,17(1):2-17
To determine the validity and reliability of percent body fat estimates in 177 boys and 154 girls between 12–17 years of age, percent body fat was assessed once using dual-energy X-ray absorptiometry and twice using the sum of two skinfolds and three bioelectrical impedance analysis devices. The assessments were repeated on 79 participants on a second day. The agreement between the percent body fat estimates from the four prediction methods and dual-energy X-ray absorptiometry was evaluated using Bland–Altman analyses and a mixed linear model. All methods were reliable within and between days. The sum of two skinfolds (±6.8% body fat), OMRON (OMRON Healthcare Inc., Vernon Hills, Illinois, USA) bioelectrical impedance analysis (0 ± 7.3% body fat), and TANITA 521 (TANITA Corporation, Tokyo, Japan) bioelectrical impedance analysis (±7.6% body fat) had wide prediction intervals and are acceptable for use in large population-based studies. The TANITA 300A bioelectrical impedance analysis is not recommended for use in children and adolescents due to its wide prediction interval (±8.1% body fat) and large bias. A criterion method should be used when the accurate assessment of body composition of an individual is critical. 相似文献