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61.
Jennifer L. Reynolds E. Andrew Pitchford Janet L. Hauck Leah R. Ketcheson Dale A. Ulrich 《Journal of educational and psychological consultation》2016,26(2):166-185
Bicycle riding is a functional motor skill that increases physical activity opportunities, social interaction, and independence. However, bicycle riding is difficult for youth with autism spectrum disorder (ASD) to learn. This study examined the effectiveness of home-support consultation (HSC) on increasing the maintenance of independent bicycle riding following initial skill acquisition. Fifty-one youth with a confirmed ASD diagnosis learned to ride a two-wheeled bicycle during a training camp. Twenty-nine riders enrolled in a HSC intervention to promote distributed practice of the learned skill. The control cohort (N = 22) was exempt from the HSC intervention. One year following initial skill acquisition, 62.07% of the HSC cohort compared to 36.36% of the control cohort still reportedly displayed the skill. Within the HSC cohort, riders who reported at least 8 weeks of practice following acquisition on average maintained the skill. Implications of home consultation are discussed. 相似文献
62.
Interview, self‐report, peer report, and observational data were used to examine parent and peer relationship qualities as predictors of relative changes in attachment security in a community sample of adolescents followed from ages 14 to 24. Early maternal supportive behavior predicted relative increases in attachment security from adolescence to adulthood, whereas psychological control and interparental hostile conflict predicted relative decreases. Peer predictors of relative increases in security included collaborative and autonomous behaviors and lack of hostile interactions, with peer predictions growing stronger for relationships assessed at later ages. Overall, models accounted for sufficient variance as to suggest that attachment security across this period is well explained by a combination of stability plus theoretically predicted change linked to social relationship qualities. 相似文献
63.
Acquisition, extinction, and transfer of facilitation were explored in a series of experiments with C57BL/6J mice. With a
procedure in which an auditory target was followed by food only in the presence of a visual facilitator, Experiments 1—4 showed
that the facilitator promoted magazine entries to the auditory target. This enhancement effect was eliminated by training
the facilitator as a conditioned inhibitor (Experiments 1 and 3B). Enhancement was also reduced by nonreinforced presentations
of the facilitator in a discrimination procedure (Experiment 1) and by simple nonreinforcement of the facilitator (Experiments
2, 3A, and 4). In contrast to the results obtained with a facilitator, simple nonreinforcement of an inhibitor, a visual cue
that had signaled when an auditory target would not be reinforced, did not reduce its ability to modulate responding to that
target (Experiment 4). However, both the facilitator and the inhibitor were found to transfer their modulatory effects to
other targets (Experiment 4). Finally, mice demonstrated no evidence of differential responding on a biconditional discrimination
procedure in which one auditory target (A1) was reinforced in the presence of one visual stimulus (L1) but not in the presence
of another (L2), and a different auditory target (A2) was reinforced in L2 but not in L1 (Experiment 5). The implications
of these results for analysis of the function of a facilitator are discussed. 相似文献
64.
Abstract How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency. 相似文献
65.
George Washington University's Himmelfarb Health Sciences Library was investigating adding PDA resources to the collection when a medical education grant was received. Funds were used for a pilot project to compare PDA use by third-year medical students (MSIII), fourth-year medical students (MSIV), second-year physician assistant (PAII) students, and residents in the clinical setting. The PDA Committee evaluated various titles by the following criteria: both Palm and PocketPC operating systems compatibility, ease of use, depth of information, product cost, and a wide target audience. Griffith's 5 Minute Clinical Consult by Skyscape was selected. Library registration was required to receive the software and PDA downloading instructions. A short, Web-based questionnaire was developed to evaluate the product's use in the clinical setting. A low response rate of 74 questionnaires (23% of participants) was received and analyzed in March 2004. As additional funding becomes available, PDA software will be seriously considered as additions to the collection. 相似文献
66.
Normative and practical accounts of deliberative democracy cite open-mindedness as a key feature of good deliberation. Yet scholars have often focused on attitude change or self-report measures to empirically demonstrate openness. This paper draws on grounded practical theory to understand openness as a discursive stance in public deliberation. Openness is used to address four practical problems encountered in deliberation: disagreement, opinion formation, dysfunctional community problem-solving, and deliberative sense making. Indicating openness and expressing attitude change are different discursive practices. Expecting participants to refrain from forming opinions before deliberation may be naïve. Instead, participants’ eagerness to make sense of deliberation by invoking shared understanding and openness should be used to develop meta-consensus. 相似文献
67.
Frederick Williams Joseph Coulombe Leah Lievrouw 《Educational technology research and development : ETR & D》1983,31(1):3-7
While it has been established that children have positive attitudes toward the use of computers when used in computer-assisted
instruction, little is known about children’s attitudes toward small“home” or“personal” computers. Results of this study indicate
that children have multidimensional attitudes toward small computers, their interaction with these computers, and ease of
use. 相似文献
68.
Leah Shagrir 《International Journal for Academic Development》2017,22(4):331-342
AbstractThis research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations. 相似文献
69.
Sarah E.M. Meek Louise Blakemore Leah Marks 《Assessment & Evaluation in Higher Education》2017,42(6):1000-1013
Many aspects of higher education must be reconceptualised for massive open online courses (MOOCs). Formative and summative assessment of qualitative work in particular requires novel approaches to cope with the numbers involved. Peer review has been proposed as one solution, and has been widely adopted by major MOOC providers, but there is currently little evidence about whether it is appropriate or under what conditions. Here, we examine student participation, performance and opinions of a peer review task in a biomedical science MOOC. We evaluate data from approximately 200 student topic summaries and 300 qualitative peer reviews of those summaries, and compare these to student demographic data (gender, age, employment status, education, national language) and to performance in multiple choice tests. We show that higher performance in the written topic summary correlated with both higher participation in the peer review task and with writing higher quality peer reviews. Qualitative analysis of student comments revealed that student opinion on the usefulness of the peer review task was mixed: some strongly believed it benefitted their learning, while others did not find it useful or did not participate. We suggest instructional design strategies to improve student participation and increase learning gain from peer review in the MOOC context. 相似文献
70.