Expectation and Example—Powerful Attractions     

Vernon Lee Sheeley 《Counselor Education & Supervision》1986,25(3):164-165

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Assessment of Cooperative Learning: A Goal-Criterion Approach   总被引：2，自引：0，他引：2  

Vernon A. Quarstein  Polly A. Peterson 《Innovative Higher Education》2001,26(1):59-77

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.  相似文献   

Self-regulation of timeout duration in the modification of disruptive classroom behavior     

Gary Allen Pease  Vernon O. Tyler 《Psychology in the schools》1979,16(1):101-105

The effects of self-determination vs. teacher-determination of timeout duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. There were five phases to the study: In a repeated measures design each subject received timeout for 5 minutes, no timeout, 5 minutes timeout, selfdetermined timeout duration, and student = teacher-determined timeout duration. The overall effect of timeout was to reduce significantly the rate of disruptive behavior. The effects of various timeout conditions did not differ, indicating self-management of timeout duration was just as effective as when the teacher set the timeout duration.  相似文献   

A Model for Designing Responsive Instruction     

Nancy E. Thornton  Vernon S. Gerlach 《Performance Improvement Quarterly》1989,2(2):13-27

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Clinical phenomenon of cerebral palsy and deafness     

M Vernon 《Exceptional children》1970,36(10):743-751

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Interhemispheric relations and cerebral dominance     

Vernon B. Mountcasle 《Annals of dyslexia》1964,14(1):68-68

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Multiple Copies of Bestsellers in Public Libraries: How Much Is Enough?     

Michelle Gordon  Allison Haack  Rebecca Vernon  Tiffany Saulter  Debora Shaw 《Public Library Quarterly》2014,33(2):145-154

How do public libraries develop their collections of high-demand materials for the “I want it now” generation? Ten public libraries’ holdings of fiction and nonfiction bestseller titles were observed over a four-week period. The number of copies rose fairly consistently, with the five fiction titles having roughly about twice the number of copies as the five nonfiction titles. The ratio of holds to copies averaged 2.7:1 and ranged from 0.8:1 to 6.5:1. Demand for e-books was consistently higher than the number of copies available, averaging more than 4:1 across all libraries.  相似文献   

The effect of exercise interventions on resting metabolic rate: A systematic review and meta-analysis     

Kristen MacKenzie-Shalders  Jaimon T. Kelly  Daniel So  Vernon G. Coffey  Nuala M. Byrne 《Journal of sports sciences》2020,38(14):1635-1649

ABSTRACT

The systematic review and meta-analysis evaluated the effect of aerobic, resistance and combined exercise on RMR (kCal·day^-1) and performed a methodological assessment of indirect calorimetry protocols within the included studies. Subgroup analyses included energy/diet restriction and body composition changes. Randomized control trials (RCTs), quasi – RCTs and cohort trials featuring a physical activity intervention of any form and duration excluding single exercise bouts were included. Participant exclusions included medical conditions impacting upon RMR, the elderly (≥65 years of age) or pregnant, lactating or post-menopausal women. The review was registered in the International Prospective Register of Systematic Reviews (CRD 42,017,058,503). 1669 articles were identified; 22 were included in the qualitative analysis and 18 were meta-analysed. Exercise interventions (aerobic and resistance exercise combined) did not increase resting metabolic rate (mean difference (MD): 74.6 kCal·day^-1[95% CI: ?13.01, 161.33], P = 0.10). While there was no effect of aerobic exercise on RMR (MD: 81.65 kCal·day^-1[95% CI: ?57.81, 221.10], P = 0.25), resistance exercise increased RMR compared to controls (MD: 96.17 kCal·day^-1[95% CI: 45.17, 147.16], P = 0.0002). This systematic review effectively synthesises the effect of exercise interventions on RMR in comparison to controls; despite heterogenous methodologies and high risk of bias within included studies.  相似文献   

Empathy and narcissism in a sample of child abuse perpetrators and a comparison sample of foster parents     

Wiehe VR 《Child abuse & neglect》2003,27(5):541-555

OBJECTIVE: The purpose of this research was to study the personality variables of empathy and narcissism in a sample of child abuse perpetrators and a comparison sample of foster parents, conceptualized as nonabusive parents, in order to gain further understanding of perpetrators and to provide clues for intervention. METHOD: The sample consisted of two groups: physically and emotionally abusive parents (n=52) and foster parents (n=101). Participants responded to three instruments: the Interpersonal Reactivity Index (IRI), an instrument measuring individual differences in empathy, and two instruments measuring narcissism: the Narcissistic Personality Inventory (NPI) and the Hypersensitivity Narcissism Scale (HSNS). RESULTS: Statistically significant differences were found between the two groups on three of the four subscales of the IRI: perspective-taking, empathic concern, and personal distress. Based on the definition of these subscales, the abusive parents as compared to the foster parents were not able to take the perspective of another or see things from another's viewpoint, showed less warmth, compassion and concern for others, and experienced difficulty in tense interpersonal situations. Statistically significant differences were found for the two groups on three of the six subscales of the NPI: authority, exhibitionism, and superiority, and on the HSNS. The abusive parents demonstrated less self-confidence, a greater lack of impulse control and were more narcissistic than their foster parent counterparts. CONCLUSIONS: The results suggest that it is how the perpetrators experience aversive behavior in their children that may provoke them to physically and emotionally abuse their children. Their self-centeredness in addition to their deficiencies in empathy may cause them to experience their children's misbehavior as an affront to their authority. Implications for treatment are made from this conceptualization of parental abuse.  相似文献   

Changes in Professional Degree Programs in the USA: An Environmental Analysis of Professional Education Requirements     

Vernon P. Dorweiler  Mehenna Yakhou 《高等教育研究与发展》1994,13(2):231-252

American universities, colleges and schools are uniformly moving toward modernisation and innovation in their academic programs. Nowhere is this more evident than in professional degree programs. The impetus behind the move is overall to produce quality graduates prepared for the changing environment and its demands of the 21st century. Another impetus is survival in the academic competition for students and revenue. A force that affects both impetuses is technology, both the technology of professional practice and the technology of educational delivery.

This paper is in two parts. The first part provides a comparison of changes in four professional degree programs in U.S. institutions, Accounting and Engineering at the baccalaureate level, and Business and Law at the graduate level. The second describes early efforts in the application of “total quality management” to curriculum planning and implementation.  相似文献