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891.
Christopher J. Johnstone David W. Chapman 《International Journal of Disability, Development & Education》2009,56(2):131-148
This article reports on a study that investigated the extent to which central ministry policy initiatives result in large‐scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi‐method approach to yield a large data‐set. Results indicate that policy implementation was limited in both depth (the approaches to inclusive education in some schools) and breadth (the number of schools that have received training in inclusive education). Where implementation was present, perceived teacher knowledge and skill was a strong predictor of success and teachers had positive attitudes toward children with disabilities. 相似文献
892.
Matthew J. Mayhew 《Research in higher education》2012,53(3):282-310
This multi-level, longitudinal study investigated the ecumenical worldview development of 13,932 students enrolled in one
of 126 institutions. Results indicated that the final hierarchical linear model, consisting of institution-and-student-level
predictors as well as slopes explaining the relationships among some of these predictors, explained 39.98% of variance in
Time 2 ecumenical worldview. Specifically, differences in ecumenical development trajectories for men and women could be partially
explained by the average amount of religious struggle reported by students. Implications for college impact researchers and
student development scholars are discussed. 相似文献
893.
Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences. Although this instrument, Assessing The Learning Strategies of AdultS (ATLAS), appears very simple and is easy to use, a series of multivariate statistical procedures were used to develop and validate it. These procedures are reported here in detail so that practitioners can be aware of its strong research base and use it with confidence. ATLAS can be used either for self-assessment or by an instructor in order to quickly identify how an individual learner approaches a learning task. 相似文献
894.
We explored response rate as a possible mediator of learned stimulus equivalence. Five pigeons were trained to discriminate
four clip art pictures presented during a 10-sec discrete-trial fixed interval (FI) schedule: two paired with a one-pellet
reinforcer, which supported a low rate of responding, and two paired with a nine-pellet reinforcer, which supported a high
rate of responding. After subjects associated one stimulus from each of these pairs with a discriminative choice response,
researchers presented two new clip art stimuli during a 10-sec FI: one trained with a differential reinforcement of low rate
schedule (DRL) after the FI and the other trained with a differential reinforcement of high rate schedule (DRH) after the
FI. Each of the stimuli that were withheld during choice training was later shown to see if the choice responses would transfer
to these stimuli. The results suggest that response rate alone does not mediate learned stimulus equivalence. 相似文献
895.
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898.
V. D. Chamizo Clara A. Rodríguez Irene Torres Marta N. Torres N. J. Mackintosh 《Learning & behavior》2014,42(4):348-356
In Experiment 1, two groups of female rats were trained in a triangular pool to find a hidden platform whose location was defined in terms of a single a landmark, a cylinder outside the pool. For one group, the landmark had only a single pattern (i.e., it looked the same when approached from any direction), while for the other, the landmark contained four different patterns (i.e., it looked different when approached from different directions). The first group learned to swim to the platform more rapidly than the second. Experiment 2 confirmed this difference when female rats were trained in a circular pool but found that male rats learned equally rapidly (and as rapidly as females trained with the single-pattern landmark) with both landmarks. This second finding was confirmed in Experiment 3. Finally, in Experiment 4a and 4b, male and female rats were trained either with the same, single-pattern landmark on all trials or with a different landmark each day. Males learned equally rapidly (and as rapidly as females trained with the unchanged landmark) whether the landmark changed or not. We conclude that male and female rats learn rather different things about the landmark that signals the location of the platform. 相似文献
899.
ABSTRACTIn this paper, we draw on the ‘dilemma of difference’ to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment. 相似文献
900.
Three emotionally divergent strains of mice (SWR/J, A/HeJ, and SJL/J) were mated to produce three populations: a pure strain population (N = 90), an F1 population (N = 120), and an F2 population (N = 96). All Ss were tested on a battery of measures of emotionality. Each population was factored separately by principal components factoring with varimax and promax rotations. Factorial invariance was assessed quantitatively by congruence coefficients. Eight of the resultant factors were found to be replicable across populations. These were autonomic balance, motor discharge, territorial marking, acrophobia, tunneling-1, tunneling-2, underwater swimming, and audiogenic reactivity. Of the eight factors, motor discharge was most distinct in each population and tunneling-1 was least distinct. 相似文献