排序方式： 共有61条查询结果，搜索用时 15 毫秒
21.
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
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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
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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
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Justin Dillon Elin Kelsey Ana Maria Duque‐Aristizabal 《Environmental Education Research》1999,5(4):395-405
This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups. 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
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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
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Kelsey Ebben and Peter Magolda admit that using a campus Christian group as an exemplar of effective student involvement is unorthodox. But, they argue, the widely applicable lessons for other organizations are too praiseworthy to pass up. 相似文献
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This experiment assessed whether instructor credibility (low or high) moderated the effects of grade incentives (rewards or punishment) and advantage framing (gain or loss) of technology policies on students’ intent to comply and motivation to learn. Results indicate that credibility increased motivation to learn. Significant moderated moderated mediation was found: a three-way interaction affected both intent to comply, and motivation to learn as mediated by attitude toward the policy. Specifically, credibility positively influenced learning outcomes via attitude when the syllabus used opposing frame-incentive structure (i.e., gain-framed punishment and loss-framed reward). 相似文献