The Structure of Ill-Structured (and Well-Structured) Problems Revisited     

Reed  Stephen K. 《Educational Psychology Review》2016,28(4):691-716

Educational Psychology Review - In his 1973 article The Structure of ill structured problems, Herbert Simon proposed that solving ill-structured problems could be modeled within the same...  相似文献   

Determining optimal cadence for an individual road cyclist from field data     

Robert Reed  Simon Adrian Jobson  Louis Passfield 《European Journal of Sport Science》2016,16(8):903-911

The cadence that maximises power output developed at the crank by an individual cyclist is conventionally determined using a laboratory test. The purpose of this study was two-fold: (i) to show that such a cadence, which we call the optimal cadence, can be determined using power output, heart-rate, and cadence measured in the field and (ii) to describe methodology to do so. For an individual cyclist's sessions, power output is related to cadence and the elicited heart-rate using a non-linear regression model. Optimal cadences are found for two riders (83 and 70 revolutions per minute, respectively); these cadences are similar to the riders’ preferred cadences (82–92?rpm and 65–75?rpm). Power output reduces by approximately 6% for cadences 20?rpm above or below optimum. Our methodology can be used by a rider to determine an optimal cadence without laboratory testing intervention: the rider will need to collect power output, heart-rate, and cadence measurements from training and racing sessions over an extended period (>6 months); ride at a range of cadences within those sessions; and calculate his/her optimal cadence using the methodology described or a software tool that implements it.  相似文献   

Somewhere Between What Is and What If: Fictionalisation and Ethnographic Inquiry   总被引：1，自引：0，他引：1  

Malcolm Reed 《Changing English: An International Journal of English Teaching》2011,18(1):31-43

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An Examination of Text Complexity as Characterized by Readability and Cohesion     

Deborah K. Reed  Sarah Kershaw-Herrera 《Journal of Experimental Education》2016,84(1):75-97

To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.  相似文献   

10 School decentralization and empowerment     

Rodney J. Reed 《教育政策杂志》2013,28(5):149-165

School results for children of poverty ‐ those forced by that poverty to live in inner‐city neighbourhoods ‐generally indicate educational failure at a much higher rate than is seen for students nurtured by wealthier school districts. This failure in school severely limits chances of social and economic upward mobility, which translates into a waste of human capital for the nation's business‐industrial‐political complex, and dashed hopes, dreams and self‐esteem for the individual. Parents and concerned citizens from across socio‐economic strata, long aware of the general inadequacy of schools in poor communities, have demanded improvement, often seeking it through legal and political means. Important strategies among the various federal, state and local school reform efforts to make schooling a meaningful process for all students, and particularly the minority poor, are decentralization and citizen/parent empowerment, the focus of this chapter. The movement to decentralize school governance ‐ an effort to place control into the hands of the people being served ‐ has gained momentum and exists in some form in most large‐city school districts today. An extension of administrative decentralization, citizen/parent empowerment is seen as one of several factors, including teacher and administrator preparation, curriculum renewal, school financing, and school restructuring, vital in the improvement of schools. A look at the meaning and scope of decentralization, operationalized through citizen/parent empowerment, and its probable effectiveness in improving school outcomes indicates that, alone, it is insufficient to ensure positive academic and social performance in school.  相似文献   

A STUDY IN TOLERANCE     

Elizabeth E. Reed 《Religious education (Chicago, Ill.)》2013,108(4):236-237

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A Synthesis of the Effects of Correctional Education on the Academic Outcomes of Incarcerated Adults     

Deborah K. Reed 《Educational Psychology Review》2015,27(3):537-558

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Kohlberg revisited     

Don Collins Reed 《Journal of moral education》2016,45(1):107-109

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Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities          下载免费PDF全文

Jennifer M. Cullen  Evette A. Simmons‐Reed  Lindy Weaver 《Psychology in the schools》2017,54(9):965-978

Barriers in acquiring, maintaining, and generalizing daily living skills are factors that contribute to discrepancies in independent living outcomes among transition age youth and young adults with intellectual and developmental disabilities (IDD). Acquisition and generalization of daily living skills empowers transition age youth and young adults with disabilities to meet their own needs with minimal reliance on others. Infusing the use of technology as a self‐prompting device facilitates the acquisition of tasks that may not be otherwise attainable. In this study, self‐directed video prompting on an iPad with the My Pictures Talk application was used to help young adults with IDD in a postsecondary program acquire daily living skills in a single subject, multiple probe across subjects design. The effects of the intervention on generalization to tasks that were one, two, and three components different were also assessed. Results demonstrated a functional relationship between the introduction of the intervention and improvement in skill performance.  相似文献   

Adolescents' development of skills for agency in youth programs: learning to think strategically     

Larson RW  Angus RM 《Child development》2011,82(1):277-294

This research examines how youth in arts and leadership programs develop skills for organizing actions over time to achieve goals. Ethnically diverse youth (ages 13-21) in 11 high-quality urban and rural programs were interviewed as they carried out projects. Qualitative analyses of 712 interviews with 108 youth yielded preliminary grounded theory about youth's development of strategic thinking, defined as use of dynamic systems reasoning to anticipate real-word scenarios and plan work. Strategic thinking appeared to develop through youth's creative engagement with tactical challenges in the work and feedback from the work's outcomes. Program advisors supported this development by giving youth control and by providing nondirective assistance when needed.  相似文献