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211.
Phillip B. Horton Andrew A. McConney Amanda L. Woods Kevin Barry Homer L. Krout Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869
To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers. 相似文献
212.
Learning Environments Research - For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences... 相似文献
213.
214.
Martin J. Markey Ronald H. Fredrickson Richard W. Johnson Mary Alice Julius 《Counselor Education & Supervision》1970,9(3):178-182
Study was made of training impact of different electronic playback techniques on ratings of student counselor performance. Thirty-two upperclass university females were randomly divided into four playback treatment groups: (a) audio-video, (b) audio, (c) video, and (d) no playback received. Four underclass university females served as trained clients. All student counselors interviewed two different trained clients in two 20-minute sessions separated by a playback treatment period. All sessions were recorded by television cameras. Trained judges rated the second interview using the Counselor Evaluation Inventory, Nonverbal Behavior Scale, and Audio-Visual Counseling Scale. Two-way analysis of variance was used to compare scores on criterion instruments. Results indicated no judged differences among the playback treatment groups, nor could discriminant rankings be made among the various playback methods. Several explanations are discussed as to limited influence of playback media on early interview performance. 相似文献
215.
Barry Schwartz 《Learning & behavior》1973,1(3):164-166
Response key illuminations were followed by food delivery or shock, and keypecks were programmed to prevent the occurrence of whichever stimulus was scheduled. At high shock intensity, pigeons did not peck: at low shock intensity, pigeons pecked in about half of the trials. When different key colors signaled food and shock trials, pigeons pecked on food trials, thus preventing food delivery, but not on shock trials, thus failing to avoid shock delivery. That pecks occurred despite the fact that they avoided food but did not occur when they avoided shock is taken as evidence that the keypeck is frequently governed by biological predispositions, and not by its consequences. 相似文献
216.
217.
Many undergraduate students in kinesiology are interested in clinical careers and seek research opportunities for advanced study and unique learning experiences. This article describes a process of engaging undergraduate students in a multi-disciplinary, National Institutes of Health (NIH)-funded program project investigating factors that may affect pelvic floor support and symptoms in primiparous women during the first year postpartum. Students complete general and protocol-specific training prior to engagement, have specific tasks that reinforce skill development and require independence, and are invited to participate in additional opportunities with the investigative team. The topic of pelvic floor health is novel to most students and participation in this research expands their knowledge beyond a mainstream kinesiology curriculum. Institutionalizing this type of program could formalize undergraduate student research experiences and facilitate ongoing clinical research efforts with a kinesiology focus. 相似文献
218.
Johnson Janet T. Verdi Michael P. Kealy William A. Stock William A. Haygood Robert C. 《Contemporary educational psychology》1995,20(4)
In two studies, undergraduates learned a map of the city of Rome in either a flat survey map or a one-point perspective format. The perspective map lead to greater feature recall in the first study and to better memory for a related text when features were correctly located in the second study. Both studies suggest that map scanning patterns may differ depending on the learner′s point of view. 相似文献
219.
R K Rittenhouse C Johnson B Overton S Freeman K Jaussi 《American annals of the deaf》1991,136(5):392-400
This paper traces the political and educational movements of both black and hearing-impaired Americans since 1960 and compares their common as well as disparate but equally significant experiences. The purpose of the comparisons is to identify problems and proven solutions that collectively suggest a strategy for the continuing movement of hearing-impaired people. The authors, through their ethnicity--three are black and two are white--and personal and professional experiences bring divergent but relevant points of view to the question of multicultural coalitions and their abilities to effect social change. Four principles or suggestions for advancing the agenda of hearing-impaired Americans are presented: (1) the need to define the issues that will continue to confront hearing-impaired Americans through the year 2000, (2) the need to enlarge the membership and participation of existing coalitions, (3) the need to address local, vocational, technical, and educational issues, and (4) the need to facilitate hearing-impaired networking groups within religious, social, business, and cultural organizations. 相似文献
220.
Cynthia S. Johnson 《Journal of Career Development》1991,18(1):3-9
Cynthia S. Johnson is Coordinator, Counselor Education and School of Psychology, California State University-Long Beach, Long Beach, California 90840. 相似文献