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991.
992.
Rats shifted from 32% sucrose to 4% sucrose lick less than rats that experience oniy the 4% solution. Previous experiments have found this negative contrast effect to be reduced (“disinhibited”) by the addition of a novel tone in the postshift period. In Experiment 1 of this paper, the negative contrast effect was enhanced when a novel flavor was added to the sucrose solution in the postshift period. In Experiments 2–4, changes in the ambient context, even changes sufficient to produce disruptions in licking, did not alter the degree of negative contrast. Tiese results suggest that (1) rats compare rewards across substantially different contexts, (2) contrast may serve to enhance taste neophobia, and (3) a disinhibitory effect may be confined to the presentation of punctate, nontaste, novel stimuli within a familiar context. 相似文献
993.
Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered. 相似文献
994.
Conclusion This paper proposes an expanded context-based analysis approach for implementing instructional technology in developing countries
by calling for the front-end analysis phase of the design process to include an analysis of the socio-cultural, environmental
and institutional factors surrounding the instructional problem. Given that there is an increased application of instructional
technology in developing countries and limited human capacity to appropriately design instructional technology interventions,
it is imperative that instructional designers working in developing countries take into account the contextual factors outlined
in the adapted Tessmer and Richey (1997) model. This adapted context-based analysis model for instructional design, if appropriately
applied, may increase the probability of successful instructional technology initiatives in developing countries. Although
this context-based model was expanded to include factors related to developing countries, the factors described in this paper
exist in developed country settings as well. The authors would, therefore, encourage the use of this expanded model in settings
that can include, but are not limited to, certain rural and urban areas in industrialized countries as well. 相似文献
995.
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》1996,21(3):239-250
This paper reports a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. This paper contains details of a method which allows student peer and tutor marking of work against the individual marking criteria to be evaluated. The results show that a comparison between the tutor and the student peer mark may be misleading as a guide to the validity of peer assessment. The importance of considering the individual sections of the marking criteria is illustrated. It was found that when the individual criteria were analysed the number of students marking the same as the tutor ranged from 31% to 62%. It also became clear that specific areas of the marking criteria were prone to over and under‐marking. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. These results are discussed in the light of other studies. 相似文献
996.
AbstractResponding to a call for national reform of mathematical education, as well as a college-wide revision of general education (GE) requirements, we describe a new entry-level, GE course focused on the humanitarian utility of mathematics. This includes a detailed overview of how we taught the course using a Humanitarian MATLAB Lab Manual developed collaboratively with undergraduate students within an applied math program. A PRIMUS edition of this manual with complete MATLAB materials for a GE course is included as an Appendix for interested readers. A variety of social justice issues including peace-building after modern civil wars, continued cancer risk after Chernobyl, gang reduction, various dimensions of human trafficking, the use of a tractor and herbicide in subsistence farming, equitable resource distribution during the Syrian refugee crisis, and access to HIV vaccines are included in this special edition of the manual. 相似文献
997.
Tom Lowrie Kevin Larkin 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):131-147
This paper presents an heuristic that underpinned the development of a range of early years applications (apps) as part of the Early Learning Science, Technology, Engineering and Mathematics (STEM) Australia (ELSA) project (2016–19). The heuristic was developed to address a range of challenges that accompany the use of digital technologies in the year before formal schooling. These include the role of digital technologies in play-based learning environments, screen time and the importance of agency when young children are using digital technologies. In an increasingly digital world, the issue of screen time looms large as a particularly contested aspect of technology use by young children. The ELSA project responded to this challenge by developing a pedagogical framework that embedded digital technologies into context-rich, play-based STEM learning. The Experience, Represent, Apply (ERA) heuristic discussed in this paper is a component of the project's overall pedagogical framework and provides early years educators with the opportunity, and the know-how, to integrate digital technologies into STEM activities through intentional teaching and play-based engagement. It was evident from educator feedback at the four days of workshops we delivered, and in other comments throughout the year long trial, that the educators were able to embrace the cyclic nature of the ERA heuristic and ensure that the time spent on the tablet (Represent) was connected to contextualised learning opportunities (Experience and Apply). Importantly, the tablets provided affordances for the children to utilise User Generated Content (UGC) to support active engagement when using the tablets. 相似文献
998.
The development and use of assessment systems to measure the performance and progress of teacher candidates and inform the continuous improvement of teacher education programs has been a longstanding priority in teacher education for the past 30 years. Teacher educators in the School of Education at a small public midwestern university revised and improved their assessment system by developing seven Embedded Signature Assessments (ESAs). ESAs are formative performance assessments that are implemented in professional education courses to measure a teacher candidate’s performance prior to student teaching and readiness for student teaching. This article describes the development and implementation of ESAs at one university, with attention to the benefits and challenges. 相似文献
999.
Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty‐nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third‐year project work took part. Thirteen tutors also completed questionnaires. They were asked to give their perceptions as to what skills project students developed and what attributes of project work enhanced both students' personal development and students' assessment grades. Results showed a shift in students' perceptions of the types of skills reinforced, developed and assessed within project work during the course of their third‐year project. Their perceived views did not fully coincide with tutors' perceptions of student skills development, although evaluation of both the assessment and personal importance of particular aspects of project work showed some interesting relationships between students and tutors. The diversity of opinion shown in these results may be due to lack of clarification of assessment criteria rather than a ‘hidden curriculum’. For example, the distinction between presentation of work and scientific writing may not be clear from an initial reading of the criteria. The outcomes of this study, with particular reference to the relationship between scientific writing and thinking, have implications regarding tutor and student discussion, the development of marking criteria and the use of plenary project support sessions. 相似文献
1000.
The study used path analytic techniques to examine relations between children's subjective school outcomes and measures of their family and school learning environments. Included in the sample were 250 twelve-year-old Australian children, 120 girls and 130 boys, and their parents. A home interview schedule was used to assess parents' aspirational, instrumental, and expressive orientations in relation to education while children's perceptions of the regulative, instructional, innovative, and interpersonal contexts of their schools were obtained. The findings indicated that when a refined measure is used, children's perceptions of their school environment have moderate to strong links with school-related outcomes even when family influences are assessed by detailed social—psychological process variables. For future research, however, the study suggests that parallel measures of children's perceptions of their family and school environments should be developed for a more complete understanding of the ecological correlates of children's characteristics. 相似文献