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991.
In Experiment 1, hungry rats received 30 rewarded runway trials and then either extinction trials followed by retention tests or just retention tests. Different groups were tested after retention intervals of 1 min, 1, 3, or 24 h, or 30 days. Retention of extinction training was a nonmonotonic, cubic function of time for the early portion of the response chain, with good retention at 1 min and 3 h and little retention at 1 h, 24 h, or 30 days. In the latter portions of the response chain, retention of extinction decreased monotonically with time. Retention following reward-only training varied little in time, though slight losses occurred after 30 days. Experiments 2–3 differed from Experiment 1 in imposing nonchoice discrimination training (reward vs. nonreward) instead of extinction following 30 rewarded trials. After different time intervals (.017, .75, 1.25, 3, and 24 h in Experiment 1; and .017, 1, and 3 h in Experiment 2), retention tests revealed poorest discrimination at intermediate intervals in the initial portion of the response chain, i.e., a Kamin effect appeared. The deficit seemed the result of a loss of response suppression to the cue that signaled nonreward. In latter segments of the response chain, a Kamin effect tended not to appear. Implications for a number of observations and theoretical views are noted. 相似文献
992.
The purpose of the present article is to give an account of the emergence of knowledge pertaining to the transition from arithmetic
to algebra in the course of a debate in a grade 7 classroom. This debate follows two other instances of work: (1) the adidactic
interaction between each student and a given problem, (2) the adidactic interaction of each student with the procedures generated
by other students during stage 1. The two kinds of processes – adaptation to a milieu and social interactions – play a critical role in the change of “rationality” required for the move from arithmetic to algebra.
Both the design of the initial mathematical problem given to the students and the organization of the interactions leading
to the debate under study in this article are based on this hypothesis. The research presented in this article is set in a
broader work of didactic engineering that aims at studying didactic conditions for making a connection between arithmetic
practices and algebraic practices. 相似文献
993.
994.
Mairin Kenny Michael Shevlin Patricia Noonan Walsh Eileen McNeela 《Journal of Research in Special Educational Needs》2005,5(1):11-19
In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning difficulties can encounter serious obstacles in gaining access to mainstream education for their children.
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right. 相似文献
This research project was a study of the experiences of a small sample of parents of children who experience Down syndrome and general learning difficulties in relation to their efforts to access appropriate education and education supports for their child in the mainstream school setting. These parents had to invest extraordinary levels of time, energy, and resources in their struggle to get these children into mainstream school and to support their progress there. At local school level these parents and children had positive experiences, but life has taught them that society offers acceptance as a favour, so they cannot confidently expect acceptance by schools and teachers as a right. 相似文献
995.
Mark W. Ellis Carol E. Malloy Judith L. Meece Patricia R. Sylvester 《Learning Environments Research》2007,10(1):1-15
As part of a research project examining relationships between instructional practices and student cognitive and social outcomes
in middle-school mathematics classes, external observers and students reported perceptions of teachers’ instructional practices.
The extent to which students in classrooms identified by external raters as reform-oriented actually perceive instruction
in ways aligned with reform principles has not been established. A 25-item observation protocol aligned with the reform practices
called for in the Standards of the National Council of Teachers of Mathematics (NCTM) was used to develop a quantitative profile
of instructional practices across two lessons in each of 28 classes of 15 participating teachers. Students in each of the
observed classes completed a 49-item survey of their perceptions of instructional practices. As items for both the observation
protocol and Student Survey were designed to measure alignment with the same dimensions of reform practice, the convergence
of these two data sets was examined as a means to confirm the observation ratings. The findings show moderately strong correlations
between ratings of external observers and perceptions of sixth-grade students across three dimensions (pedagogy, tasks and
mathematical interactions) of reform-oriented teacher practice in mathematics classrooms. Implications of these findings for
future research are discussed.
The research in this article was supported by the National Science Foundation (NSF) under grant REC 0125868. The opinions
expressed here are those of the authors and do not necessarily reflect the view of NSF. The research was also supported by
the Roysters’ Fellowship to Mark Ellis from the Graduate School at the University of North Carolina at Chapel Hill. 相似文献
996.
Ruth Deakin Crick Patricia Broadfoot Guy Claxton 《Assessment in Education: Principles, Policy & Practice》2004,11(3):247-272
This paper reports the initial results of a study that was designed to develop and test an instrument that could identify the elements of an individual's capacity for lifelong learning. We anticipated that the components of this capacity would include a complex mix of dispositions, lived experiences, social relations, values, attitudes and beliefs and that these various factors would coalesce to shape the nature of an individual's engagement with any particular learning opportunity. The instrument that was developed—the Evaluating Lifelong Learning Inventory—was trialled with pupils across a range of ages and subject to factor analytic study. The data have proved robust over successive factor analytic studies, allowing the identification of seven dimensions of learning power and reliable scales to assess these. These dimensions appear to be capable of differentiating between efficacious, engaged and energized learners and passive, dependent and fragile learners. Whilst further, larger scale field trials will be necessary to confirm these early results, the findings would appear to have significant implications for conventional models of curriculum design and classroom practice. 相似文献
997.
Patricia M. Sias 《Communication Research Reports》2017,34(4):335-343
This study examined links between organizational Facebook pages and employee connection to the larger organization. Employee interaction with their company’s Facebook page was linked to higher levels of organizational identification and bridging social capital outcomes. Bridging social capital outcomes was also associated with organizational identification. Results indicate that the company Facebook page, considered primarily as a tool to engage external stakeholders, may also function to engage employees. 相似文献
998.
999.
Patricia Vertinsky 《国际体育史杂志》2016,33(13):1500-1516
AbstractDorothy Sears Ainsworth has received wide acclaim for her pioneering efforts in international relations that enhanced collaboration among female physical educators in the decades following World War II. As Director of Physical Education for Women at Smith College (1926–1960), Ainsworth became a global figure, traveling extensively and organizing the first international conference on physical education for women and girls in Copenhagen in 1949. This resulted in the establishment of the International Association of Physical Education and Sport for Girls and Women (IAPESGW), today counting over 400 members from 45 different countries. In this paper we (re)consider the largely hagiographical accounts of Ainsworth’s career and re-examine her contributions to the international stage in light of her maternalist views on female sport and physicality. Indeed, women’s difference from men dominated the discourse of many international women’s movements at this time. We consider what IAPESGW’s long-term governance by primarily white and wealthy women may have meant in terms of the organization’s focus and globalizing efforts and conclude that though Ainsworth’s essentialist approach ignored earlier feminist sporting movements, and would not outlast the more progressive winds of change in the 1970s, neither should her early contributions to establishing bonds among female physical educators globally be minimized. 相似文献
1000.