The construction,traction, retardation,safety, and police of railway trains     

W.Bridges Adams 《Journal of The Franklin Institute》1865,79(3):145-153

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The Ethics of Outsider Research   总被引：1，自引：0，他引：1  

David Bridges 《Journal of Philosophy of Education》2001,35(3):371-386

This chapter examines criticisms made by or on behalf of 'disempowered' groups against outsider research into their experience: that outsiders cannot properly understand and represent their experience and are exploitative and disrespectful, and that having outsiders articulate your views for you is intrinsically disempowering. I argue that 'outsider research' can contribute to the better understanding of the researcher, of the community engaged in the research and of the wider community. Nevertheless the claim 'nothing about us without us' expresses an ethical and epistemological truth in educational research: as a statement about the kind of relationship which should obtain between researcher and participants.  相似文献   

Errorless learning in newborn chicks     

P. W. Robinson  D. F. Foster  C. V. Bridges 《Learning & behavior》1976,4(3):266-268

Nine newborn chicks were trained on a successive, red-green discrimination task. At the start of discrimination training, the intensity of the green light (S?) was slowly faded in for six chicks and was presented at full intensity for the remaining three. While meeting the response criterion for errorless learning, the chicks conditioned with the fading procedure made five times fewer errors than the full-intensity group. It was concluded that preexperimental error experience is not a necessary condition for the development of errorless learning.  相似文献   

Credits, Qualifications and the Fluttering Standard   总被引：1，自引：0，他引：1  

Paul H. Bridges  & Jane H. Tory 《Higher Education Quarterly》2001,55(3):257-269

The primary function of credit is to help assess the equivalence of learning and to facilitate student transfer within and between institutions. Recently, attention has focused on the role credit may have in defining the academic standards of qualifications. Some recently proposed qualifications frameworks are one-dimensional in that they have levels as the only measurable parameter. Such 'frameworks' are not true frameworks because there is no basis for differentiating the qualifications at each level. Other frameworks are two-dimensional, using credits and levels as the two parameters. Where the award of credit for a module reflects the satisfactory completion of all the designated learning outcomes at a specified level, there is a clear basis for relating credit to academic standards. In this situation, plotting the credit requirements for qualifications onto a framework that comprises levels and credits makes an important contribution towards understanding the relative standards of the qualifications.  相似文献   

Emotion Regulation in Two-Year-Olds: Strategies and Emotional Expression in Four Contexts   总被引：8，自引：0，他引：8  

Wendy S. Grolnick  Lisa J. Bridges  James P. Connell 《Child development》1996,67(3):928-941

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For Science and Self: Youth Interactions with Data in Community and Citizen Science     

Emily M. Harris  Colin G. H. Dixon  Erin Bridges Bird  Heidi L. Ballard 《学习科学杂志》2020,29(2):224-263

In youth-focused community and citizen (YCCS) youth in classrooms and community-based programs produce data that scientists, resource managers and community members will use. This “nested” data situates learners’ scientific activity within larger datasets, projects, and communities, with consequences for youth agency. To document opportunities for agentive learning with data in YCCS, we report on how youth interact with data across eight school and community-based project sites and how youth talk about their data and work. From analysis of 54 participant interviews, we found that youth perceived the data they produced as being used for: (1) broader scientific work, (2) their own learning, and (3) community endeavors. Nested uses of data were most meaningful when youth interacted with end users, were exposed to the larger datasets to which they contributed, or took action linked to data. Not all youth saw, believed, or valued that data would be used by others. Framing of task and purpose, nature of engagement with community users, data production protocols, and level of emphasis on youth-identified questions may contribute to youth perceptions and can foster or undermine conditions for learner agency. The results shed light on when and how conditions for expansive learning and agency get established.  相似文献   

The Promise of Andragogy and Experimental Learning to Improve Teaching of Nutrition Concepts to Culinary Arts Students          下载免费PDF全文

N. Abdulsalam  M. Condrasky  W. Bridges  P. Havice 《Journal of Food Science Education》2017,16(2):54-61

This randomized controlled trial compared the effectiveness of traditional lecture (C), face‐to‐face demonstration (DP), on‐line lecture capture (OP), and the combination of the last two (OP+DP) to enhance culinary arts students' application skills related to sodium usage in food preparation. Objectives were to compare relative effectiveness of the four instructional methods with respect to knowledge about dietary sodium, ease of use of sodium reduction techniques, strategies to reduce sodium and attitudes about use of dietary sodium in cooking; and to compare student satisfaction with the instructional methods. A convenience sample of n = 139 students was randomized to receive the C, DP, OP, or OP+DP intervention. To measure effectiveness of each instructional method, a nutrition survey was administered as a pre‐test, post‐test, and an eight‐week follow‐up. There was no statistically significant difference in performance between DP, OP, and OP+DP groups on each subscale. However, each of these methods performed significantly better than the control group (C). DP, OP, and OP+DP methods were superior to the control group (C). In general, OP+DP resulted in the largest effect sizes, suggesting that this intervention was possibly more effective as compared to the OP or DP. Future culinarians can benefit from learning about health‐conscious sodium reduction cooking practices as seen in the nutrition education sector to improve population health.  相似文献   

ARE THE NEW TEACHING MEDIA BEING IGNORED?     

Joseph Bridges 《Religious education (Chicago, Ill.)》2013,108(5):642-645

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Education, Women and Human Nature     

David Bridges 《Journal of Philosophy of Education》1977,11(1):136-143

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Canals and railways in India. An abstract of paper read before the Royal Society of Arts     

W.Bridges Adams 《Journal of The Franklin Institute》1855,60(4):217-221

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