Reminiscence Effects on Inter- and Intra-Individual Differences in Pursuit Rotor Performance

Abstract

Sixty male college students were given sixty 15-sec. trials on the pursuit rotor learning task. Practice was interrupted halfway through learning by a 10-min. rest period in order to investigate whether or not a reminiscence effect would influence inter-individual differences and intra-individual variation in performance. Results were consistent with previous experimentation in that inter-individual differences increased as a result of both practice and the interpolated rest period. A corresponding effect on intra-individual variation was barely noticeable.     

Story of a conference: Distance education students' experiences in a departmental conference

This case study examines the impact of a program-wide event on the sense of community in a distance education program. The departmental conference examined in this study is intended to help students gain experience in sharing their ideas and plays a large role in building a sense of community among residential students and faculty. This study examines an effort to extend this community-building role to students enrolled in the department's fully online Distance Masters and Certificate programs. The study explores whether these students felt a need for such community-building experiences, what they gained from this experience, and what can be learned from what went well and what could be improved in the organization of the conference. Findings indicate that active participants felt an increased sense of community, but that not all students were interested in this type of community-building activity.     

Exploring the Connections Between Action Research and Teacher Leadership: A Reflection on Teacher-Leader Research for Confronting New Challenges

ABSTRACT

This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example.