Building Blocks for Learning, Occupational Therapy Approaches: practical strategies for the inclusion of special needs in primary school – By Jill Jenkinson, Tessa Hyde and Saffia Ahmad     

Brenda McDonald 《British Journal of Special Education》2009,36(2):126-127

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Indianapolis I3: the third generation Integrated Advanced Information Management Systems.     

Julie J McGowan  J Marc Overhage  Mike Barnes  Clement J McDonald 《Journal of the Medical Library Association》2004,92(2):179-187

In 2001, the Regenstrief Institute for Health Care and the Indiana University School of Medicine (IUSM) began an IAIMS planning effort to create a vision and a tactical plan for the first Integrated Advanced Information Management Systems (IAIMS) implementation to cross a large area and include unaffiliated institutions. A number of elements made this planning effort unique. Among these elements were the existence of a network infrastructure that supported the Indianapolis Network for Patient Care, the existence of a mature medical informatics program at the Regenstrief Institute, and the existence of a wide-area knowledge network fostered by the IUSM libraries. However, the leadership for a strong information technology role in the IUSM that could promote collaboration in support of education and research across the diverse Indianapolis hospital systems had been lacking. By bringing together various groups, each with a commitment to improve health care quality and public health across the Indianapolis metropolitan area, regardless of individual institutional affiliation, the strategic directions for I3-Indianapolis IAIMS Initiative have been defined and the foundations for a third generation IAIMS construct have been laid in Indianapolis, Indiana.  相似文献   

Aiming for autonomy: formative peer assessment in a final-year undergraduate course     

Brent Carnell 《Assessment & Evaluation in Higher Education》2016,41(8):1269-1283

This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third- and final-year undergraduate research dissertation course in a UK architectural school. Although peer assessment worked quite well in this small setting, similar findings might be uncovered when scaled up to larger cohorts, as well as other disciplines and year groups. The research findings are certainly relevant for other contexts. Qualitative research from a focus group with six students on the course informs the empirical body of the paper. Through engaging with students’ reflections, as well as the relevant literature, and reflexively looking at the curriculum changes, this paper discusses some of the benefits and drawbacks that can arise from peer assessment in this context. Peer assessment is not without its challenges and hiccups, but, despite these, the benefit to autonomous critical thinking cannot be understated. And arguably peer assessment is especially germane for final-year undergraduates as they embark on employment or more advanced studies.  相似文献   

Discriminating talent-identified junior Australian football players using a video decision-making task     

Carl T. Woods  Annette J. Raynor  Lyndell Bruce  Zane McDonald 《Journal of sports sciences》2016,34(4):342-347

This study examined if a video decision-making task could discriminate talent-identified junior Australian football players from their non-talent-identified counterparts. Participants were recruited from the 2013 under 18 (U18) West Australian Football League competition and classified into two groups: talent-identified (State U18 Academy representatives; n = 25; 17.8 ± 0.5 years) and non-talent-identified (non-State U18 Academy selection; n = 25; 17.3 ± 0.6 years). Participants completed a video decision-making task consisting of 26 clips sourced from the Australian Football League game-day footage, recording responses on a sheet provided. A score of “1” was given for correct and “0” for incorrect responses, with the participants total score used as the criterion value. One-way analysis of variance tested the main effect of “status” on the task criterion, whilst a bootstrapped receiver operating characteristic (ROC) curve assessed the discriminant ability of the task. An area under the curve (AUC) of 1 (100%) represented perfect discrimination. Between-group differences were evident (P < 0.05) and the ROC curve was maximised with a score of 15.5/26 (60%) (AUC = 89.0%), correctly classifying 92% and 76% of the talent-identified and non-talent-identified participants, respectively. Future research should investigate the mechanisms leading to the superior decision-making observed in the talent-identified group.  相似文献   

Grasping in the pigeon (Columba livid): Stimulus control during conditioned and consummatory responses     

Brent C. LaMon  H. Philip Zeigler 《Learning & behavior》1984,12(2):223-231

Control of beak opening (gape) and peck location was examined in pigeons. Feeding pecks showed accurate guidance that positioned the seed between the beaks. At the moment of contact with the seed, gape was proportional to seed diameter, although pecks with gape less than seed diameter were more frequent following an increase in seed size during a meal. There were no substantial differences between pigeons trained to keypeck with autoshaping and those trained with operant conditioning procedures. With either procedure, water reinforcement produced keypecks with the beak closed; seed reinforcers of different sizes produced means for gape proportional to the seed diameters. Black or white circular stimuli of different sizes projected as conditioning signals had little influence upon gape, but a greater percentage of responses was directed to white stimuli. These results indicate that visual stimuli elicit and orient the peck, whereas the adjustment of gape also involves the somatosensory stimuli provided during previous experience with a particular reinforcer or food type.  相似文献   

Effects of reward amount and reward omission on short-term retention     

William S. Terry  Brent J. McSwain 《Learning & behavior》1984,12(1):62-68

A series of four experiments studied the retention of the response made on a just-preceding trial as a function of the presence, and amount, of food reward given on that trial. Rats were trained to alternate arm choices in a T-maze, and then were tested for alternation with 5- or 30-sec delays between runs. When the subjects had received prior experience with the reward amounts used in testing, larger rewards led to better retention than did small or no rewards. However, when reward omission first occurred during the test phase, it produced more alternation on the following trial than did reward presence. The results suggest that both reward amount and surprisingness determine short-term retention of responses paired with the rewards.  相似文献   

How do instructional designers evaluate? A qualitative study of evaluation in practice     

David D. Williams  Joseph B. South  Stephen C. Yanchar  Brent G. Wilson  Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.  相似文献   

Gender Differences in College Mathematics Grades and SAT-M Scores: A Reanalysis of Wainer and Steinberg   总被引：1，自引：0，他引：1  

Brent Bridgeman  Charles Lewis 《Journal of Educational Measurement》1996,33(3):257-270

Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses.  相似文献   

Phonological processing and emergent literacy in younger and older preschool children     

Anthony JL  Williams JM  McDonald R  Francis DJ 《Annals of dyslexia》2007,57(2):113-137

Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.  相似文献   

National report on identification     

Susanne Richert  James J. Alvino  Rebecca C. McDonald 《Roeper Review》2013,35(2)

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