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101.
Hannah R. Torres C. J. Reynolds Anna Lewis Frank Muller-Karger Kamal Alsharif Katie Mastenbrook 《Environmental Education Research》2019,25(9):1400-1415
AbstractYouth have astute observations about site-specific personal and environmental factors that contribute to littering and marine debris, and they have a strong potential to act as change agents in communities. Interactions with youth in Pinellas County Florida add insights into a growing body of research on environmental education and marine debris prevention. This study assessed perceptions of marine debris and littering behaviors through group discussions with middle school and high school students (N = ~44), evaluations at summer camp programs (N = ~31) and pre- and post-assessments of environmental field trips (pre-assessment N = ~120; post-assessment N = ~140). Youth showed high initial awareness of the effects of marine debris on the environment but showed less understanding about the role of watersheds and biodegradation in marine litter issues. A majority of youth attributed others’ littering behavior to dispositional factors, like laziness, while attributing their own littering to situational factors, like poorly placed bins. Student observations of educators and parents also influenced littering behaviors and willingness to act. To reduce littering, education and outreach programs need to (1) provide opportunities for ongoing assessment of complex marine debris topics, (2) align visual and written or verbal messages, (3) reduce actor/observer bias related to littering behaviors, and (4) support adult role models. 相似文献
102.
Reflective practice: origins and interpretations 总被引:2,自引:1,他引:1
Michael Reynolds 《Action Learning: Research and Practice》2011,8(1):5-13
The idea of reflection is central to the theory and practice of learning – especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of ‘critical reflection’, including its rationale and characteristics, and argues for its particular suitability in the practice of action learning. 相似文献
103.
Rebecca Reynolds Idit Harel Caperton 《Educational technology research and development : ETR & D》2011,59(2):267-289
This implementation study explores middle school, high school and community college student experiences in Globaloria, an
educational pilot program of game design offered in schools within the U.S. state of West Virginia, supported by a non-profit
organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning
making and critique of the program, in their own words. The study’s data source was a mid-program student feedback survey
implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set
of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive
textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a
design-based research process, several themes emergent in the data tie into recent debates in the education literature around
discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback
to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation
of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination
theory, and the productive failure phenomenon. 相似文献
104.
Meree Reynolds Kevin Wheldall Alison Madelaine 《International Journal of Disability, Development & Education》2011,58(3):257-286
An analysis of large and influential published reviews of research pertaining to the reading acquisition of young struggling readers in the early years of schooling was undertaken. The reviews were selected on the basis that they either had been commissioned by federal governments or had been conducted by reputable research institutions and had been released in the past 10 years. A search of published literature pertaining to the topic found three federal reviews (from the United States, the United Kingdom and Australia), a What Works Clearinghouse Report into beginning reading programmes, a review of reading interventions by Slavin et al. and a synthesis of meta-analyses by Hattie. Analysis of these reviews indicated that there are key commonalities in findings about how to teach reading to young students. Reviews of interventions revealed some flaws and therefore provide limited information useful to programme implementation and development for young struggling readers. 相似文献
105.
Leo Ng Angus Burnett Amity Campbell Peter O'Sullivan 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):255-259
The aim of the study was to determine the accuracy and variability of an electromagnetic device in measuring spinal kinematics on a traditional and replica rowing ergometer. Kinematic data collected from the 3-Space FastrakTM system using a Standard Concept II ergometer were compared with a replica ergometer that was in part, composed of non-ferrous materials (modified ergometer). The Fastrak's sensors were fixed to a wooden “spine” with known angles (as measured by an inclinometer). The mean inclinometer angle from four sensors (1 ± 0.2°) was significantly different than the mean angle recorded on the standard ergometer ( ? 5.4 ± 3.4°) (p = 0.007) whilst the angles recorded on the modified ergometer (1.4 ± 0.8°) were statistically equivalent to the inclinometer recordings (p = 0.660). These results indicate that the presence of ferrous material in a standard ergometer reduced the accuracy and increased the variability of data collected with the electromagnetic device. However, information collected on largely non-ferrous ergometers can provide coaches, biomechanists and clinicians with a quick and effective way to measure trunk kinematics during ergometer rowing. 相似文献
106.
Christopher Joyce Angus Burnett Jodie Cochrane Kevin Ball 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):108-120
The aims of this study were (i) to determine whether significant three-dimensional (3D) trunk kinematic differences existed between a driver and a five-iron during a golf swing; and (ii) to determine the anthropometric, physiological, and trunk kinematic variables associated with clubhead speed. Trunk range of motion and golf swing kinematic data were collected from 15 low-handicap male golfers (handicap = 2.5 ± 1.9). Data were collected using a 10-camera motion capture system operating at 250 Hz. Data on clubhead speed and ball velocity were collected using a real-time launch monitor. Paired t-tests revealed nine significant (p ≤ 0.0019) between-club differences for golf swing kinematics, namely trunk and lower trunk flexion/extension and lower trunk axial rotation. Multiple regression analyses explained 33.7–66.7% of the variance in clubhead speed for the driver and five-iron, respectively, with both trunk and lower trunk variables showing associations with clubhead speed. Future studies should consider the role of the upper limbs and modifiable features of the golf club in developing clubhead speed for the driver in particular. 相似文献
107.
Writing-to-learn in undergraduate science education: a community-based, conceptually driven approach
Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multi-university empirical studies of the effectiveness of WTL practices in advancing student learning and engagement. 相似文献
108.
Ryan L. Farmer Randy G. Floyd Matthew R. Reynolds John H. Kranzler 《Psychology in the schools》2014,51(8):801-813
The most global score yielded by intelligence tests, IQs, are supported by substantial validity evidence and have historically been central to the identification of intellectual disabilities, learning disabilities, and giftedness. This study examined the extent to which IQs measure the ability they target, psychometric g. Data from three samples of children and adolescents (Ns = 200, 150, and 135) who completed varying pairs of individually administered, multidimensional intelligence tests were analyzed using a joint confirmatory factor analysis to generate correlations between IQs and general factors representing psychometric g. The resulting values, expressed as g loadings, for the six IQs ranged from .88 to .95 (M = .92). The accuracy of IQs in measuring psychometric g, the meaning of reliable specific ability variance in IQs not accounted for by psychometric g, and the use of IQs in schools and related settings are discussed. 相似文献
109.
Shawna M. Petersen‐Brown Erin E. C. Henze David A. Klingbeil Jennifer L. Reynolds Rachel C. Weber Robin S. Codding 《Psychology in the schools》2019,56(7):1187-1206
Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta‐analysis. We conducted a meta‐analysis of 65 group and single case design research studies, published 2010–2018, to evaluate the effects of touch device implementation on academic achievement. The overall mean effect sizes were moderate for group design and single case design studies. Participant, intervention, and study attributes were also evaluated to describe the research and how these attributes may moderate the results. Overall, results suggest that touch devices may be an effective tool for enhancing academic achievement. The need to conduct additional, rigorous research on the use of touch devices as well as implications for researchers and practitioners are discussed. 相似文献
110.
This paper includes an overview of curriculum information and the basic techniques of a multisensory approach for teaching
alphabet and dictionary skills, reading, spelling, and cursive handwriting. It also reports the results of a four-year study
of reading and spelling in both remedial and nonremedial classes in a public school. The California Achievement Test (CAT)
scores in reading and spelling for students in both remedial and nonremedial classes improved over baseline scores following
this multisensory approach. Additionally, there was a tendency for the CAT mean scores to increase corresponding to the number
of years students had been taught by the multisensory program. 相似文献