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971.
972.
A number of recent studies have indicated that familiarity with pictures can interfere with single word learning, if the pictures are presented with their written equivalents. Research has also suggested that focusing children's attention on written words while responding to the paired stimuli is not sufficient to overcome this interference. Two experiments were carried out to investigate the possibility of eliminating the adverse effects of pictures by encouraging children to elicit naming‐responses in the absence of the pictures and then using pictures as response feedback. The results indicated that this feedback cueing technique can avoid the adverse effect of pictures and achieve a learning rate equivalent to that obtained when words were presented alone. It was concluded that pictures could be used in a way which did not hinder learning, but there is no evidence to suggest that they can be used in a way to enhance learning. 相似文献
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975.
ABSTRACTA review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy. 相似文献
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977.
Lauren A. Barth-Cohen Michelle K. Smith Daniel K. Capps Justin D. Lewin Jonathan T. Shemwell MacKenzie R. Stetzer 《Journal of Science Education and Technology》2016,25(1):50-61
There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction. 相似文献
978.
OBJECTIVE: To review the benefits, challenges, and procedural decisions to consider when implementing and managing a treatment outcome program for a maltreated population. METHOD: We reviewed the reasons to implement a treatment outcome program, decisions regarding procedures, and challenges likely to be encountered based on literature in the field and the authors' 6 years of experience in developing and maintaining an outcome program at a center specializing in the treatment of maltreated children. RESULTS: The development of an outcome programs requires careful measurement selection, early and ongoing staff-involvement, support from higher management, a well-developed data base and client tracking system, a coordinator and support staff, clinical utility, planning for fiscal impact, and flexibility to contend with challenges. CONCLUSIONS: Based on our experience, the plethora of clinically rich and administratively useful information derived from an outcome program far outweighs the challenges and costs of establishing and maintaining an outcome program. 相似文献
979.
Pigeons were trained on a variant of the autoshaping procedure in which a keylight stimulus of increasing brightness was used to signal the passing of a 30-sec interfood interval (IFI). Key-pecking developed in all subjects within the first session (65 trials). Within trials, pecking began midway through the IFI, increased throughout the remainder, and decreased just before food delivery. Other behavioral stereotypies were also recorded: Low light levels were associated with a retreat to the rear of the test chamber, and medium light levels (during the midportion of the IFI) were associated with high rates of pacing toward and away from the food source. Probe trials revealed that pecking, pacing, and retreat were all under strong stimulus control; that is, when the light was held constant at its lowest or highest brightness, or when the brightness ramp was presented in reverse order, the behavior pattern almost invariably remained tied to stimulus brightness. Results are discussed in terms of associative and nonassociative sources of the form and sequential characteristics of the behavior. 相似文献
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