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Richard Blackwell 《Higher Education Quarterly》1996,50(2):156-171
Peer Observation of Teaching (POT) is a little used way of stimulating reflection on and improvement of teaching. It is an unusual form of staff development [SD] that emphasises continuous processes and peer feedback rather than course attendance. This paper describes the principles and practice of POT, including potential benefits and drawbacks and discusses the conditions necessary for it to flourish in departments and institutions. It argues that POT overcomes the problem of staff ownership'of SD by connecting with peer culture but may be promoted, implemented and supported by SD functions linked to personnel departments. Thus SD functions may play a more substantial role in their organisations'development than hitherto. 相似文献
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Time series analysis was used to investigate the hypothesis that during acquisition of a motor skill, knowledge of results (KR) information is used to generate a stable internal referent about which response errors are randomly distributed. Sixteen subjects completed 50 acquisition trials of each of three movements whose spatial-temporal characteristics differed. Acquisition trials were either blocked, with each movement being presented in series, or randomized, with the presentation of movements occurring in random order. Analysis of movement time data indicated the contextual interference effect reported in previous studies was replicated in the present experiment. Time series analysis of the acquisition trial data revealed the majority of individual subject response patterns during blocked trials were best described by a model with a temporarily stationary, internal reference of the criterion and systematic, trial-to-trial variation of response errors. During random trial conditions, response patterns were usually best described by a "White-noise" model. This model predicts a permanently stationary, internal reference associated with randomly distributed response errors that are unaffected by KR information. These results are not consistent with previous work using time series analysis to describe motor behavior (Spray & Newell, 1986). 相似文献
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Abstract This paper proposes that excellence in teaching resides in a reflective, self‐critical, theoretically informed approach. A training programme for new teachers is used as an example of how the approach advocated can be put into practice. Evidence is presented which indicates that academic teachers pursuing such an approach develop conceptions of teaching which can contribute to improved practice; and which may also contribute to changing thinking about teaching and learning in departments. It is argued that encouraging reflective pedagogy has the potential of engaging academics in making the cultural changes necessary to professionalise and enhance the status of teaching. Finally, it is suggested that, although the methodology used by the inspection teams of the Teaching Quality Assessment (TQA) is problematic, the impetus provided can be used as an opportunity to explore and establish creative and worthwhile ways of improving the quality of teaching. 相似文献
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John Blackwell Duane Knudson 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):187-191
This study investigated the effect of the larger diameter (Type 3) tennis ball on performance and muscle activation in the serve. Sixteen male advanced tennis players performed serves using regular size and Type 3 tennis balls. Ball speed, surface electromyography, and serve accuracy were measured. There were no significant differences in mean initial serve speeds between balls, but accuracy was significantly greater (19.3%) with the Type 3 ball than with the regular ball. A consistent temporal sequence of muscle activation and significant differences in mean activation of different muscles were observed. However, ball type had no effect on mean arm muscle activation. These data, combined with a previous study, suggest that play with the larger ball is not likely to increase the risk of overuse injury, but serving accuracy may increase compared to play with the regular ball. 相似文献
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A total of 46 rats, distributed across two experiments, received differential instrumental conditioning trials in a nonchoice brightness-discrimination apparatus. In each experiment, groups differed with respect to the pattern of rewarded and nonrewarded S+ trials. Response in S? was never reinforced. The results of both experiments indicated that the pattern of S+ reward events influences S? response levels in a fashion consistent with expectations derived from stimulus-specificity theory. 相似文献
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Atkinson L Chisholm VC Scott B Goldberg S Vaughn BE Blackwell J Dickens S Tam F 《Monographs of the Society for Research in Child Development》1999,64(3):45-66; discussion 213-20