Relative cue properties of novel-tasting substances in avoidance conditioning     

John F. Wing  Larry A. Birch 《Learning & behavior》1974,2(1):63-65

Rats injected with lithium chloride on a day when they tasted a novel substance, saccharin, subsequently showed avoidance, or bait shyness. However, magnitude of avoidance depended upon the substances given the rats on the days just before and after injection day. Maximum avoidance was found for rats given a familiar, contrasting substance (water) on the days before and after, whereas minimum avoidance was shown by rats given saccharin on those days (as well as on injection day). Intermediate avoidance was found for rats given water on either the day before or the day after. Results confirm the importance of contrasting taste cues in successive discrimination tasks employed in bait-shyness studies.  相似文献   

A national study of prevocational education     

H. Dwain Baldridge  Larry J. Bailey 《Journal of Career Development》1992,18(4):305-313

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Students' eye view of an external doctoral program's first-year summer residency functioning     

Harold Harty  Edward C. Kormanyos  Larry G. Enochs 《Innovative Higher Education》1983,7(2):80-90

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Reading in science: Developing an operational conception to guide instruction     

Larry D. Yore  James A. Shymansky 《Journal of Science Teacher Education》1991,2(2):29-36

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Cyberliteracy: Navigating the Internet with Awareness, by L. J. Gurak. New Haven, CT: Yale University Press, 2001. vii + 194 pp. $30.00. ISBN 0-300-08979-1.     

Larry J. Mikulecky 《The Information Society》2004,20(1):59-60

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Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology     

Erminia G. Pedretti  Larry Bencze  Jim Hewitt  Lisa Romkey  Ashifa Jivraj 《Science & Education》2008,17(8-9):941-960

Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox – including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods.  相似文献   

The school‐based health center as a resource for prevention and health promotion     

Michael B. Brown  Larry M. Bolen 《Psychology in the schools》2008,45(1):28-38

The importance of school‐based health centers (SBHCs) in overall prevention and health promotion programming is growing as they become increasingly common in schools. SBHCs can improve access to comprehensive physical and mental health services for children and families, and make a significant contribution to universal prevention efforts in schools. Partnering with school‐based health centers in the overall prevention and health promotion programming provides an opportunity for school psychologists to broaden their impact on the entire school population. This article describes the role and primary functions of SBHCs and how these centers can provide important prevention and health promotion services for children and adolescents. Research regarding SBHCs' primary prevention outcomes is also reviewed with the goal of providing school psychologists the necessary background to work collaboratively with SBHCs. © 2007 Wiley Periodicals, Inc.  相似文献   

Multi-media Case Methods in Pre-service Science Education: Enabling an Apprenticeship for Praxis   总被引：2，自引：0，他引：2  

Bencze  Larry  Hewitt  Jim  Pedretti  Erminia 《Research in Science Education》2001,31(2):191-209

In recent years, teacher educators have looked to case methods as one means of bridging the theory-practice gap in university-based pre-service programs. This paper explores how case methods may be used to foster habits of praxis – that is, critical, reflective practice – that enable beginning teachers to adapt to the many diverse contexts they may encounter in the field. Our research used qualitative ethnographic methods to determine the efficacy of a case method designed to encourage critical analysis of a Year 8 science Optics lesson. Results suggest student teachers: (1) understood an associated analytical framework; (2) effectively analysed curriculum and pedagogy; and (3) exercised prudence in their assessment of the case. These findings tentatively indicate emerging habits of praxis. Notwithstanding such gains, we encourage designers of case-based curricula to: ensure case authenticity, protect subjects from critique and use multi-media case methods in conjunction with other approaches to promote habits of praxis.  相似文献   

The Child and the Machine: Why Computers May Put Our Children's Education at Risk     

Larry Miller 《Education and Information Technologies》1999,4(1):99-101

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Changing practice by changing practice: Toward more authentic science and science curriculum development     

Larry Bencze  Derek Hodson 《科学教学研究杂志》1999,36(5):521-539

Recent policy documents from the Ontario Ministry of Education called for teachers to present a more authentic view of the nature of scientific practice at all levels of education. Sadly, this call for substantial curriculum change coincided with severe cuts in the education budget. The authors describe how two teachers collaborated with a university‐based researcher/teacher educator to design and implement more authentic science in a Grade 7 classroom. The ways in which the teachers changed their views about science and science teaching, the anxieties they experienced, and the institutional constraints that impacted on their practice are discussed, and some more general features of the action research experience are described. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 521–539, 1999  相似文献