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91.
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed. 相似文献
92.
In order to describe more completely the time course of recovery from sexual satiety in male rats, 18 males were tested after each of six recovery intervals: 3, 6, 9, 11, 13, and 15 days. Different recovery rates were found for different measures of behavior. While most measures were restored to baseline levels by 6 days following satiation, the postejaculatory interval following the second ejaculation was still prolonged after 9 days of rest. No changes were seen in the number of intromissions preceding ejaculation. Systematic changes over the course of the experiment were found in the measures of copulatory behavior taken in the sessions that preceded each recovery test. 相似文献
93.
94.
Neuropsychology of Early-treated Phenylketonuria: Specific Executive Function Deficits 总被引:14,自引:0,他引:14
Marilyn C. Welsh Bruce F. Pennington Sally Ozonoff Bobbye Rouse Edward R. B. McCabe 《Child development》1990,61(6):1697-1713
This study explored the hypothesis that children with early-treated phenylketonuria (PKU) are selectively impaired on executive function measures, even when still on diet. The rationale for this hypothesis is that even mild elevations in phenylalanine (Phe) can lead to lower central levels of biogenic amines, including dopamine (DA). We hypothesize that this mild DA depletion causes subtle prefrontal dysfunction, which in turn affects executive functions such as set maintenance, planning, and organized search. 11 preschool early-treated PKU children (M age = 4.64) and a sample of age- and IQ-matched unaffected peers (n = 11) were evaluated on a battery of executive function (EF) measures. In addition, a "non-executive function" task, recognition memory, was administered to all subjects. Group comparisons demonstrated that PKU children were significantly impaired on an executive function composite score; there were no group differences, however, in recognition memory. These results supported the hypothesized specific deficit in executive function. Furthermore, within the PKU group the executive function composite score was significantly negatively correlated with concurrent phenylalanine levels, even after controlling for the correlation between IQ and executive function skills. This second finding provides support for the proposed biochemical mechanism underlying the specific cognitive deficits. 相似文献
95.
Pigeons responded to changeover-key concurrent variable-interval variable-interval reinforcement schedules while there were intervals during which the changeover key was inoperative (no-choice intervals). In Experiment 1, a multiple schedule on the changeover key signaled choice and no-choice intervals. All subjects showed near-perfect discrimination during initial discrimination training and rapid reacquisition of discrimination following contingency reversals. In Experiment 2, the onset of no-choice intervals was unsignaled and contingent on interchangeover time. The temporal distribution of changeover-key responses conformed to the temporal distribution of choice intervals. The results of both experiments suggest that changeover responding is modifiable as a function of its immediate consequences. The results of Experiment 2, in particular, suggest that time or some correlate of time since the last changeover response can determine subsequent changeover behavior. 相似文献
96.
97.
This article draws on a case study of 15 boys aged between 13 and 14 years who attend an urban ethno-centric community school located in Melbourne, Australia. The study investigated how the boys' constructions of masculinity were mediated by a strong connectedness to their Greek cultural traditions and ideals. Data generated from focus group discussions provided insights into the complex ways in which the boys individually and collectively constructed their understandings of what it means to be a man. For most boys, maleness constituted cultural traditions and behaviours that must be learnt: a code of conduct which a boy acquires from his elders that is talked into existence and transmitted through a hegemonic discourse. Yet the findings also revealed the agency boys can exercise and the fluidity of their configurations: contradictions and inconsistencies being an inherent part of the recursive process of their gendered identity formation. 相似文献
98.
Sally Findlow 《Higher Education》2012,63(1):117-133
This article is a study of the competing academic and professional identity frameworks of lecturers whose discipline has only
recently become part of the business of higher education. The article engages with important questions about higher education
change and purpose, standards and parity among disciplines. Taking a critical ethnographic approach, it combines policy discussion
of shifting higher educational and nurse education regimes with an insider investigation into the attempts of a group of new
nurse lecturers in a pre-1992 English university to make sense of their work and identity in an already contested site. These
experiences and perceptions are analysed from the perspectives of autonomy, status and rival knowledge regimes. By underlining
the diversity of lecturer experiences in these terms, the article contributes to discussion of new stratification. It suggests
that despite the apparent merging in many respects of professional and academic frameworks, higher education practitioners
in such newly ‘academic’ disciplines can still find traditional professional identities more reliable conferrers of meaning
than academic ones. 相似文献
99.
100.
Sally A. Gore 《Medical reference services quarterly》2013,32(2):130-140
Scientists work collaboratively with online tools, relying almost exclusively on online resources and sharing publications freely online while generating and utilizing large datasets. As a result, librarians charged with providing services to the scientific community face both opportunities and challenges in keeping up in this electronic, digital environment. To meet these challenges, library leaders from the five campuses of the University of Massachusetts System established an on-going e-Science initiative. This initiative focuses on increasing awareness and understanding of the principles of e-Science while improving general knowledge within different scientific disciplines. Programs of varying lengths and focus provide local and affordable professional development opportunities that improve the working librarian's ability to better serve scientific researchers and students. 相似文献