Disciplinary exclusion: wicked problems in wicked settings     

Fiona Hallett  Graham Hallett 《Journal of Research in Special Educational Needs》2021,21(Z1):8-16

This paper uses Rittel and Webber’s categorisation of wicked problems in order to interrupt discourses around school behaviour. Each of the 10 characteristics suggested by Rittel and Webber are examined using the English education system as a vehicle by which to consider and interrogate their complexity. This endeavour is crucial as although the characteristics of wicked problems naturally overlap, the cannot, and should not, be conflated if we wish to understand how different facets of a wicked problem shed light, and create shadows, that impact on all members of a school community. That school communities can be wicked settings adds nuance to the complexity of the problems that we face when educating students whose behaviours challenge the norms of their educational environment.  相似文献   

Cerebral activity prior to motion task performance: an electroencephalographic study     

D Collins  G Powell  I Davies 《Journal of sports sciences》1991,9(3):313-324

Cerebral activity, as reflected by power in the alpha waveband (8-13 Hz), was examined prior to the performance of three tasks with different effort and accuracy requirements. The study aimed to further investigate changes in activity observed in an earlier study in which expert karate performers exhibited significant increases in alpha band power during preparation for a training task. In contrast to the earlier research, the high effort task produced a significant decrease in 'alpha' power prior to performance. 'Alpha' power prior to the high accuracy task showed significant differences mediated by the outcome. Successful performance was preceded by higher levels of 'alpha' power than unsuccessful attempts. The reported use of a cognitive strategy on the first task produced a significant difference in activity, lower alpha power being associated with the use of such a technique.  相似文献   

Editorial     

Fiona Leach  Rosemary Preston 《Compare》2001,31(2):149-150

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Introducing computer literacy skills for physicians     

Collins B  Linton A  Merril J  Pomerantz K  Winthrop S 《Medical reference services quarterly》1992,11(4):1-9

Computers are integral to medical practice, education, and research. While medical students learn computer skills during their training, many practicing physicians do not have the same computer experience. To familiarize this group with the exciting developments in medical informatics, the Himmelfarb Health Sciences Library and Department of Computer Medicine at the George Washington University Medical Center organized a workshop "Introducing Your Office Computer!" for attending physicians. The workshop featured a short lecture/video presentation on computer applications in medicine followed by a "computer fair" of five computer applications. Eleven physicians attended the workshop. Feedback was very positive; many called later to request more detailed instructions on using the programs demonstrated. It was a valuable experience for the staff, and new bridges were built between departments and clients.  相似文献   

Retraction Note to: Can funding for university partnerships between Africa and the US contribute to social development and poverty reduction?     

Christopher S. Collins 《Higher Education》2015,69(5):883-883

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A Memorial to Barbara White     

Allan Collins  John Frederiksen  Joseph Campione 《学习科学杂志》2015,24(1):193-195

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EDITORS' PREFACE   总被引：1，自引：0，他引：1  

W. Andrew Collins  Willis F. Overton 《Monographs of the Society for Research in Child Development》2006,71(3):vii-ix

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Sources,topics and use of knowledge by coaches     

John Stoszkowski  Dave Collins 《Journal of sports sciences》2016,34(9):794-802

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The fourth dimension: A motoric perspective on the anxiety–performance relationship     

Howie J. Carson  Dave Collins 《International review of sport and exercise psychology》2016,9(1):1-21

This article focuses on raising concern that anxiety–performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) (‘Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise, 10, 271–278). This fourth dimension, termed skill establishment, comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories’ misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept.  相似文献   

The impact of reading at rapid rates on inference generation          下载免费PDF全文

W. Matthew Collins  Frances Daniel 《Journal of Research in Reading》2018,41(3):564-581

Aims

Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.

Methods

We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.

Results

Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.

Conclusions

These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes.  相似文献