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201.
Steve Billington 《British Journal of Special Education》1994,21(3):126-126
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Steve Drew Liam Phelan Katherine Lindsay Angela Carbone Bella Ross Kayleen Wood 《Assessment & Evaluation in Higher Education》2017,42(6):914-929
Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. 相似文献
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Philippe Duchastel Michael Steve 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(2):137-142
This paper develops the argument that the form in which instructional goals are specified should depend on the nature of the knowledge underlying the particular instruction being developed. It examines the two central issues of goal determination (how goals are derived) and goal specification (how they should be represented) in order to counter the assumption that one type of goal formulation (be it via behavioural objectives, work models, or cognitive objectives) is optimal for instruction. 相似文献
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S. Stefan Soltysik Nancy K. Dess W. Jeffrey Wilson John A. Matochik Steve Berg 《Learning & behavior》1988,16(2):177-184
Changes in respiration amplitude, respiration rate, and heart rate in response to a conditioned signal for shock were measured concurrently in kittens and adult cats. The data were analyzed with respect to qualitative and quantitative variability across trials and subjects; correlation among measures; skewness; and kurtosis. Suppression of respiration amplitude was the most reliable response across trials and subjects, with increases in respiration rate second and heart rate by far the least reliable. Correlations between each pair of measures were moderate. Respiration-amplitude responses were negatively skewed, but this deviation from normality was moderate and consistent across subjects. The measurement of conditioned respiratory suppression is a viable addition or alternative to the conditioned emotional response procedure in studies of classically conditioned fear. 相似文献
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Collins Alyson A. Ciullo Stephen Graham Steve Sigafoos Lisa L. Guerra Sara David Marie Judd Laura 《Reading and writing》2021,34(7):1623-1651
Reading and Writing - This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students’ ability to write expository essays after reading social studies... 相似文献
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