Transforming economics with a film projector     

Nye  Mary Jo 《Metascience》2020,29(1):139-142

  相似文献   

Success in Consulting     

Kathryn Sulloway Adams  Andrea Moore  Mary Rita Roux‐Zink  L. Michael Wykes  Lynn Kearny 《Performance Improvement》2015,54(9):12-18

Do you regularly reflect on the value you bring to your client? The act of reflection is something experienced consultants, both internal and external, consistently do in their practice. This article examines the ways in which Certified Performance Technologists (CPTs) define and recognize the success of their efforts, but most importantly, how they learn from engagements that do not always end with the desired outcome. You will hear from CPTs across several industries in their own words about what strategies they have employed to continue to improve their skill sets.  相似文献   

Useful terms in psychoeducational reports: A survey of students,teachers, and psychologists     

Mary Ann Rafoth  Bert O. Richmond 《Psychology in the schools》1983,20(3):346-350

The usefulness of terminology in psychoeducational reports is examined. Students, teachers, and psychology interns rated the usefulness of 25 terms frequently found in reports. Psychology interns also rated each term on the frequency with which they used it in their own reports. Significant differences were found in the usefulness ratings of the terms, depending on major, category, and whether or not the rater had taken a special education course. Special education majors were found to be more comfortable with technical terms than were students who had prepared to be regular classroom teachers or students in other majors. Findings suggest that it is necessary to use clear, unambiguous terms in reports, and to explain more technical terms in context.  相似文献   

Communication for problem solving: A self-teaching guide by Dan B. Curtis,Joseph M. Mazza,and Stephen Runnebohm. John Wiley and Sons,Inc., 1979, 157 pp. $6.95. ISBM 0-471-02132-6     

Tom Schwen  Mary Pat Lynch 《Performance Improvement》1982,21(5):36-36

  相似文献   

Membership news     

Mary A. Durland 《Performance Improvement》1982,21(9):37-37

  相似文献   

A comparison of learning disabled college students' achievement from WRAT and PIAT grade,standard, and subtest scores     

Barbara K. Cordoni  Mary K. Snyder 《Psychology in the schools》1981,18(1):28-34

Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement.  相似文献   

Self concept: Multidimensional construct exploration     

Rebecca R. Delugach  Bruce A. Bracken  Mary Jo Bracken  Michelle C. Schicke 《Psychology in the schools》1992,29(3):213-223

  相似文献   

Social constructivism: Infusion into the multicultural science education research agenda     

Mary M. Atwater 《科学教学研究杂志》1996,33(8):821-837

This article focuses on (a) theoretical underpinnings of social constructivism and multicultural education and (b) aspects of social constructivism that can provide frameworks for research in multicultural science education. According to the author, multicultural science education is “a field of inquiry with constructs, methodologies, and processes aimed at providing equitable opportunities for all students to learn quality science.” Multicultural science education research continues to be influenced by class, culture, disability, ethnicity, gender, and different lifestyles; however, another appropriate epistemology for this area of research is social constructivism. The essence of social constructivism and its implications for multicultural science education research includes an understanding of whatever realities might be constructed by individuals from various cultural groups and how these realities can be reconstituted, if necessary, to include a scientific reality. Hence, multicultural science education should be a field of study in which many science education researchers are generating new knowledge. The author strives to persuade other researchers to expand their research and teaching efforts into multicultural science education, a blending of social constructivism with multicultural science education. This blending is illustrated in the final section of this article. © 1996 John Wiley & Sons, Inc.  相似文献   

Longitudinal outcome effects of non-at-risk and at-risk transition first-grade samples: A follow-up study and further analysis     

Phil Ferguson  Mary Mueller Streib 《Psychology in the schools》1996,33(1):38-45

Fourth-grade follow-up achievement outcome data of placed and nonplaced transition extra-year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second-grade findings. New analysis of correlation data indicates that within-sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non-at-risk students nonretained or recommended for retention. This age-achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at-risk students (students retained in a transition extra-year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

Cardiorespiratory and perceptual responses of two interval training and a continuous training protocol in healthy young men     

João Pedro Araújo Naves  Ana Cristina Silva Rebelo  Lucas Raphael Bento E Silva  Maria Sebastiana Silva  Rodrigo Ramirez-Campillo  Robinson Ramírez-Vélez 《European Journal of Sport Science》2019,19(5):653-660

High Intensity Interval Training (HIIT) can be performed with different effort to rest time-configurations, and this can largely influence training responses. The purpose of the study was to compare the acute physiological responses of two HIIT and one moderate intensity continuous training (MICT) protocol in young men. A randomised cross-over study with 10 men [age, 28.3?±?5.5years; weight, 77.3?±?9.3?kg; height, 1.8?±?0.1?m; peak oxygen consumption (VO₂peak), 44?±?11?mL.kg^?1.min^?1]. Participants performed a cardiorespiratory test on a treadmill to assess VO₂peak, velocity associated with VO₂peak (vVO₂peak), peak heart rate (HRpeak) and perceived exertion (RPE). Then participants performed three protocols equated by distance: Short HIIT (29 bouts of 30s at vVO₂peak, interspersed by 30s of passive recovery, 29?min in total), Long HIIT (3 bouts of 4?min at 90% of vVO₂peak, interspersed by 3?min of recovery at 60% of vVO₂peak, 21?min in total) and MICT (21?min at 70% of vVO₂peak). The protocols were performed in a randomised order with ≥48 h between them. VO₂, HRpeak and RPE were compared. VO₂peak in Long HIIT was significantly higher than Short HIIT and MICT (43?±?11 vs 32?±?8 and 37?±?8?mL.kg^?1.min^?1, respectively, P?P?P?2, HR and RPE than Short HIIT and MICT, suggesting a higher demand on the cardiorespiratory system. Short HIIT and MICT presented similar physiologic and perceptual responses, despite Short HIIT being performed at higher velocities.  相似文献