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81.
Adam Scott LeRoy 《Mind, Brain, and Education》2019,13(3):133-142
Response to Intervention (RTI) is an approach that can address children's problems in school. However, research has not consistently supported positive effects of RTI. I use the dialectical method to suggest RTI researchers have not adequately focused on children's personal experiences. The effects of persistent, negative experience are observable in external behaviors associated with executive function variation. By means of cultural–historical theory, I outline improvements to experimental designs that incorporate collaboration with children and focus on observations during intervention and assessment. 相似文献
82.
Marieke H.S.B. Smits Dominique M.A. Sluijsmans Tamara van Gog 《Interactive Learning Environments》2013,21(2):183-193
This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments. 相似文献
83.
Cassandra L. Pattinson Sally L. Staton Simon S. Smith Dominique M. Sinclair Karen J. Thorpe 《Early childhood research quarterly》2014
The majority of children cease napping between 3 and 5 years of age yet, internationally, the allocation of a sleep time during the day for children of this age remains a practice in many early childhood education (ECE) settings. These dual circumstances present a disjuncture between children's sleep needs and center practices, that may cause conflict for staff, increase stress for children and escalate negative emotional climate in the room. Testing this hypothesis requires observation of both the emotional climate and behavioral management used in ECE rooms that extends into the sleep time. This study was the first to apply the Classroom Assessment and Scoring System (CLASS) Pre-K (Pianta, La Paro, & Hamre, 2008) to observe the emotional climate and behavioral management during sleep time. Pilot results indicated that the CLASS Pre-K functioned reliably to measure emotional climate and behavioral management in sleep time. However, new sleep-specific examples of the dimensions used were developed, to help orient fieldworkers to the CLASS Pre-K rating system in the sleep time context. The CLASS was then used to assess emotional climate and behavior management between the non-sleep and sleep time sessions, in 113 ECE rooms in Queensland, Australia. In these rooms 2.114 children were observed. Of these children, 71% did not sleep at any point during the allotted sleep times. There was a significant drop in emotional climate and behavioral management between the non-sleep and sleep-time sessions. Furthermore, the duration of mandated sleep time (a period of time where no activities are provided to non-sleeping children) accounted for significant independent variance in the observed emotional climate during sleep-time. The CLASS Pre-K presents a valuable tool to assess the emotional climate and behavior management during sleep-time and draws attention to the need for further studies of sleep time in ECE settings. 相似文献
84.
85.
Desiree Joosten‐ten Brinke Dominique M.A. Sluijsmans Wim M.G. Jochems 《Assessment & Evaluation in Higher Education》2010,35(1):55-70
In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment. 相似文献
86.
Dominique Hansen Jan-Willem van Dijk Antoine Zorenc Lennert Minten Kevin Smeets 《European Journal of Sport Science》2018,18(9):1245-1254
Aims: Exercise combined with adipose tissue lipolytic inhibition augments intramuscular lipid and glycogen use in type 2 diabetes patients. The present study investigates the impact of adipose tissue lipolytic inhibition during exercise on subsequent postprandial glycemic control in type 2 diabetes patients.Methods: Fourteen male type 2 diabetes patients (age 65?±?2 years, HbA1c 6.7?±?0.1% (50?±?2?mmol/mol)) participated in a double-blind placebo-controlled randomized cross-over study in which subjects performed endurance-type exercise after being administered 250?mg of a nicotinic acid analogue (acipimox; ACP) or a placebo (PLA). A control experiment was included in which no exercise was performed (CON).Results: Sixty minutes of endurance-type exercise (at 45% Wpeak) did not significantly lower circulating plasma glucose and insulin excursions in PLA when compared with CON (P?=?.300). Acipimox administration strongly reduced circulating plasma FFA concentrations during exercise (P?.001). Circulating plasma glucose and insulin excursions were substantially lower during 7.5?h of recovery from exercise (i.e. postprandial) in ACP when compared with either CON (P?=?.041 and P?=?.002, respectively) or PLA (P?=?.009 and P?=?.001, respectively).Conclusions: Collectively, exercise with adipose tissue lipolytic inhibition reduces postprandial blood glucose and insulin excursions and, as such, further improves glycemic control in male type 2 diabetes patients. 相似文献
87.
88.
Jaeho Cho Ph.D. Dhavan V. Shah Ph.D. Seungahn Nah Ph.D. Dominique Brossard Ph.D. 《广播与电子媒介杂志》2013,57(2):242-261
This experimental research examines how different presentation modalities in presidential debates and post-debate spin influence the ability to form evaluations about candidates' character, shape perceptions of their incivility, and alter judgments of political trust and news credibility. Results indicate that these experimental factors work together to encourage character judgments, diminish perceptions of candidate civility, and reduce levels of trust in government. In addition, political talk conditioned experimental effects on perceptions of news credibility, with the adverse effects of split screen presentations concentrated among those who talked about the debate. Thus, the negative effects of “in your face” politics conveyed by the “split-screen” modality appear to be most pronounced among those primed to think about performance and those attuned to politics through interpersonal talk. 相似文献
89.
Greet M.J. Fastré Marcel R. van der Klink Dominique Sluijsmans Jeroen J.G. van Merriënboer 《Assessment & Evaluation in Higher Education》2013,38(5):611-630
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integrated model for developing sustainable assessment skills, consisting of three components: conditions necessary for the development of sustainable assessment skills, elements of sustainable assessment and instructional methods for guiding students in the development of sustainable assessment skills. The article concludes with suggestions for future research to further develop the proposed model. 相似文献
90.
Tamara van Gog Dominique M. A. Sluijsmans Desirée Joosten-ten Brinke Frans J. Prins 《Educational technology research and development : ETR & D》2010,58(3):311-324
This article describes a blueprint for an online learning environment that is based on prominent instructional design and
assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment
tasks (i.e., assessment for learning) that center on professional situations. For each professional situation, three levels of situational complexity
are defined, and within each of these three levels, tasks are offered that differ in the degree of support offered to the
learner. This environment can support (beginning) professionals in complex domains in gaining insight into the available repertoire
of behavior in professional situations, as well as into the quality and effectiveness of that behavior (assessment criteria),
while simultaneously helping them to develop insight into the standards that their own behavior should (eventually) match. 相似文献