E‐learning in Tertiary Education: Where do we stand? Centre for Educational Research and Innovation     

Robin Mason 《Higher Education Quarterly》2006,60(3):287-289

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‘The feeling of exclusion’: Young peoples' perceptions of art galleries     

David D.M. Mason  Conal McCarthy 《Museum Management and Curatorship》2006,21(1):20-31

This article first looks at the relationship between museums and art galleries and their potential audiences and, in particular, the under-represented sector of young visitors. It examines the main findings from the limited research available on young visitors, and goes on to discuss theories delineating the differences between the cultures, identities and values of culture consumers and culture providers. The second part of the article looks at what specific museums have done towards being more inclusive in their appeal, and then reports the findings of a survey of young people in relation to New Zealand's Auckland Art Gallery. The survey found that young people's ideas of what constitutes modern, relevant art do not match standard art criteria, and that most exhibitions and marketing methods do not mesh with their worldview. The article concludes by using data from the survey to suggest ways of engaging more young people with public art galleries.  相似文献   

The effects of short versus long inter-set rest intervals in resistance training on measures of muscle hypertrophy: A systematic review     

Jozo Grgic  Bruno Lazinica  Pavle Mikulic  James W. Krieger  Brad Jon Schoenfeld 《European Journal of Sport Science》2017,17(8):983-993

Although the effects of short versus long inter-set rest intervals in resistance training on measures of muscle hypertrophy have been investigated in several studies, the findings are equivocal and the practical implications remain unclear. In an attempt to provide clarity on the topic, we performed a systematic literature search of PubMed/MEDLINE, Scopus, Web of Science, Cochrane Library, and Physiotherapy Evidence Database (PEDro) electronic databases. Six studies were found to have met the inclusion criteria: (a) an experimental trial published in an English-language peer-reviewed journal; (b) the study compared the use of short (≤60?s) to long (>60?s) inter-set rest intervals in a traditional dynamic resistance exercise using both concentric and eccentric muscle actions, with the only difference in resistance training among groups being the inter-set rest interval duration; (c) at least one method of measuring changes in muscle mass was used in the study; (d) the study lasted for a minimum of four weeks, employed a training frequency of ≥2 resistance training days per week, and (e) used human participants without known chronic disease or injury. Current evidence indicates that both short and long inter-set rest intervals may be useful when training for achieving gains in muscle hypertrophy. Novel findings involving trained participants using measures sensitive to detect changes in muscle hypertrophy suggest a possible advantage for the use of long rest intervals to elicit hypertrophic effects. However, due to the paucity of studies with similar designs, further research is needed to provide a clear differentiation between these two approaches.  相似文献   

A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties     

Qingli Lei  Rose A. Mason  Yan Ping Xin  John L. Davis  Marie David  Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.  相似文献   

David Oldroyd 1936–2014     

Luciano Boschiero  K. Brad Wray 《Metascience》2015,24(1):3-4

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Editorial     

Luciano Boschiero  K. Brad Wray 《Metascience》2015,24(1):1-2

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Engaging Diverse Learners: Teaching Strategies for Academic Librarians. Polger,Mark Aaron,and Sheidlower,Scott     

Brad Eden 《Public Services Quarterly》2017,13(4)

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Effects of critical thinking on multiple-document comprehension     

Tarchi  Christian  Mason  Lucia 《European Journal of Psychology of Education - EJPE》2020,35(2):289-313

European Journal of Psychology of Education - The purpose of this study was to test the relationships between critical thinking, prior topic knowledge and beliefs, and multiple-document...  相似文献   

Learning to make meaning without making “sense”     

Tom Reinartz  Brad Hokanson 《TechTrends》2001,45(4):28-30

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A meta-analytic investigation of therapy modality outcomes for sexually abused children and adolescents: an exploratory study   总被引：1，自引：0，他引：1  

Hetzel-Riggin MD  Brausch AM  Montgomery BS 《Child abuse & neglect》2007,31(2):125-141

OBJECTIVE: The purpose of the current study was to investigate the independent effects of different treatment elements on a number of secondary problems related to childhood and adolescent sexual abuse, as well as investigate a number of different moderators of treatment effectiveness. METHOD: Twenty-eight studies that provided treatment outcome results for children and adolescents who had been sexually abused were included in the meta-analysis. Different aspects of psychological treatment, such as specific treatment modalities (individual, cognitive-behavioral, etc.) or secondary problems (behavior problems, psychological distress, etc.) were investigated. RESULTS: The overall mean weighted effect size for the meta-analysis was d=.72 (SE=.02). The results indicate that psychological treatment after childhood or adolescent sexual abuse tended to result in better outcomes than no treatment. There was significant heterogeneity in the effectiveness of the various psychological treatment elements. Play therapy seemed to be the most effective treatment for social functioning, whereas cognitive-behavioral, abuse-specific, and supportive therapy in either group or individual formats was most effective for behavior problems. Cognitive-behavioral, family, and individual therapy seemed to be the most effective for psychological distress, and abuse-specific, cognitive-behavioral, and group therapy appeared to be the most effective for low self-concept. CONCLUSIONS: The choice of therapy modality should depend on the child's main presenting secondary problem. Further research should be conducted investigating other possible moderators and secondary problem outcomes.  相似文献