A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation     

Joie D. Acosta  Matthew Chinman  Patricia Ebener  Andrea Phillips  Lea Xenakis  Patrick S. Malone 《Journal of educational and psychological consultation》2016,26(4):413-430

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The peripatetic professor: the internationalisation of the academic profession   总被引：2，自引：0，他引：2  

Anthony R. Welch 《Higher Education》1997,34(3):323-345

The internationalisation of the academic profession is a growing, iflittle studied, phenomenon, in contemporary higher education, and thearticle studies attitudes and behavioural outcomes of academic staff from arange of countries in relation to this dimension. After brief allusions topast examples of academic staff mobility, a routine measure ofinternationalisation was used to divide the International Survey populationinto two groups (peripatetic and indigenous). Results indicatedsignificant differences in both values and performance, in a range of areas.Substantial differences are also reported between many systems of highereducation. The article concludes with some comparisons of other staffmobility schemes, and a defense of the worth of international experience foracademic staff.  相似文献   

Short-term retention of “surprising” events following different training conditions     

Ruth M. Colwill  Anthony Dickinson 《Learning & behavior》1980,8(4):561-566

Terry and Wagner (1975) have suggested that short-term retention of information about an event is enhanced if the occurrence of the event is surprising. To investigate this idea, we trained two groups of pigeons in a preparatory-releaser procedure in which half the trials started with the presentation of food (the preparatory event). The preparatory food presensation was signaled by an 8-sec white keylight in the signaled, but not in the unsignaled, group. After a retention interval, varying between 2 and 32 sec, the releaser stimulus (CS_R), a red keylight, was presented for 8 sec in the absence of any reinforcement. The remaining trials were initiated by the presentation of CS_R, and the first peck occurring 8 sec after the onset of CS_R was reinforced by food. The preparatory event controlled responding to CS_R at the short retention interval, with the level of control declining systematically with increasing retention intervals. On probe test trials, the presentation of the preparatory food event was preceded by a stimulus that had previously been paired (CS+) or unpaired with food (CS?). Discriminative responding to CSr was better following CS? than following CS+ in the unsignaled, but not the signaled, group. These results suggest that the enhanced retention following surprising preparatory events reflects a generalization decrement induced by changing the signaling conditions between training and testing.  相似文献   

Using educational technology to develop early literacy skills in Sub-Saharan Africa     

Philip C. Abrami  C. Anne Wade  Larysa Lysenko  Jonathon Marsh  Anthony Gioko 《Education and Information Technologies》2016,21(4):945-964

The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N?=?180) where ABRA was part of their English Language instruction and a control group (N?=?174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.  相似文献   

Results From a Randomized Controlled Trial of the Motheread/Fatheread Early Literacy Intervention: Evidence of Impact in a Rural Community     

Holen K. Hirsh  Melissa K. Richmond  Fred C. Pampel  Shelby S. Jones  Anthony C. Molieri  Josephine Jones 《Early education and development》2019,30(2):216-237

Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children.  相似文献   

Towards a better theoretical framework for studying learning from educational television     

Anthony W. Bates 《Instructional Science》1980,9(4):393-415

Drawing in particular on Open University experience, this article attempts to set out a theoretical framework for understanding how people learn through television. The first part of the framework sets out the organisational factors which appear to influence learning from television. The other parts look at the different processes of coding information and meaning which are found in different media, and argue the need to study how learners discriminate between, absorb, and transform these coded meanings.  相似文献   

Teaching preschool math     

Anthony C. Maffei  Patricia Buckley 《Early Childhood Education Journal》1982,10(1):12-15

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The interaction of conditioned taste aversions and schedule-induced polydipsia: Effects of repeated conditioning trials     

Anthony L. Riley  Richard L. Hyson  Cory S. Baker  Paul J. Kulkosky 《Learning & behavior》1980,8(2):211-217

In Experiment 1, rats poisoned following schedule-induced saccharin consumption showed a moderate reduction in the schedule-induced consumption of saccharin. With repeated poisoning, schedule-induced saccharin polydipsia was markedly reduced. Acquisition of conditioned aversion under the schedule-induced procedure was significantly slower than acquisition under water deprivation. In addition, recovery of consumption of the previously poisoned solution during extinction was more rapid under schedule-induced polydipsia. Experiment 2 revealed that schedule-induced polydipsia was less sensitive to suppression by conditioned aversions than a prandial drinking condition in which subjects were equally food deprived but were given a mass feeding instead of spaced pellet deliveries, suggesting that the relative insensitivity of schedule-induced polydipsia to conditioned taste aversions is not simply a function of different levels of food deprivation. This relative insensitivity is offered as a partial basis for the occurrence and maintenance of schedule-induced alcohol polydipsia.  相似文献   

Mothers' Perceptions of the Toy Play of Preschoolers with Intellectual Disabilities     

D. Michael Malone  Melissa A. Landers 《International Journal of Disability, Development & Education》2001,48(1):91-102

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Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling     

Kathy L. Malone  Christian D. Schunn  Anita M. Schuchardt 《Journal of Science Education and Technology》2018,27(1):30-44

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science.  相似文献