On the brink of everything: grace,gravity, and getting old     

E. Michael Brady 《Educational gerontology》2013,39(10)

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The Networked Wilderness: Communicating in Early New England,by Cohen,M.     

Miranda J. Brady 《The Communication Review》2013,16(2):145-148

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The SAGE Handbook of Writing Development     

Josephine Brady 《English in Education》2010,44(2):172-174

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A specific gravity apparatus for gases     

E.J. Brady 《Journal of The Franklin Institute》1919,187(4):501-502

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Aging,society, and the life course (5th ed.), By Leslie A. Morgan and Suzanne R. Kunkel     

E. Michael Brady 《Educational gerontology》2017,43(3)

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Techne Goes Professional: Ancient Knowledge in the Contemporary Workplace     

Ann Brady 《Technical Communication Quarterly》2002,11(2):216-219

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Changing and Explaining Behaviour by Reward     

Les Burwood  Carol Brady 《Journal of Philosophy of Education》1984,18(1):109-113

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The correction of errors committed with high confidence     

Brady Butterfield  Janet Metcalfe 《Metacognition and Learning》2006,1(1):69-84

Most theories predict that when people indicate that they are highly confident they are producing their strongest responses. Hence, if such a high confidence response is in error it should be overwritten only with great difficulty. In contrast to this prediction, we have found that people easily correct erroneous responses to general information questions endorsed as correct with high-confidence, so long as the correct answer is given as feedback. Three potential explanations for this unexpected hypercorrection effect are summarized. The explanation that is tested here, in two experiments, is that after a person commits a high-confidence error the correct answer feedback, being surprising or unexpected, is given more attention than is accorded to the feedback to low-confidence errors. This enhanced attentional capture leads to better memory. In both experiments, a tone detection task was presented concurrently with the corrective feedback to assess the attentional capture of feedback stimuli. In both, tone detection was selectively impaired during the feedback to high confidence errors. It was also negatively related to final performance, indicating that the attention not devoted to the tone detection was effectively engaged by the corrective feedback. These data support the attentional explanation of the high-confidence hypercorrection effect.  相似文献   

A Science for Citizenship Model: Assessing the Effects of Benefits,Risks, and Trust for Predicting Students’ Interest in and Understanding of Science-Related Content     

Brady Michael Jack  Ling Lee  Kuay-Keng Yang  Huann-shyang Lin 《Research in Science Education》2017,47(5):965-988

This study showcases the Science for Citizenship Model (SCM) as a new instructional methodology for presenting, to secondary students, science-related technology content related to the use of science in society not taught in the science curriculum, and a new approach for assessing the intercorrelations among three independent variables (benefits, risks, and trust) to predict the dependent variable of triggered interest in learning science. Utilizing a 50-minute instructional presentation on nanotechnology for citizenship, data were collected from 301 Taiwanese high school students. Structural equation modeling (SEM) and paired-samples t-tests were used to analyze the fitness of data to SCM and the extent to which a 50-minute class presentation of nanotechnology for citizenship affected students’ awareness of benefits, risks, trust, and triggered interest in learning science. Results of SCM on pre-tests and post-tests revealed acceptable model fit to data and demonstrated that the strongest predictor of students’ triggered interest in nanotechnology was their trust in science. Paired-samples t-test results on students’ understanding of nanotechnology and their self-evaluated awareness of the benefits and risks of nanotechology, trust in scientists, and interest in learning science revealed low significant differences between pre-test and post-test. These results provide evidence that a short 50-minute presentation on an emerging science not normally addressed within traditional science curriculum had a significant yet limited impact on students’ learning of nanotechnology in the classroom. Finally, we suggest why the results of this study may be important to science education instruction and research for understanding how the integration into classroom science education of short presentations of cutting-edge science and emerging technologies in support of the science for citizenship enterprise might be accomplished through future investigations.  相似文献   

Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching     

Thomas Perry  Peter Davies  Josephine Brady 《Cambridge Journal of Education》2020,50(5):615-637

ABSTRACT

The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.  相似文献