Spatial memory and the performance of rats and pigeons in the radial-arm maze     

Alan B. Bond  Robert G. Cook  Marvin R. Lamb 《Learning & behavior》1981,9(4):575-580

The resource-distribution hypothesis states that the ability of an animal to remember the spatial location of past events is related to the typical distribution of food resources for the species. It appears to predict that Norway rats would perform better than domestic pigeons in tasks requiring spatial event memory. Pigeons, tested in an eight-arm radial maze, exhibited no more than half of the memory capacity observed in rats in the same apparatus and may not have used spatial memory at all. The results were interpreted as supporting the hypothesis.  相似文献   

Implementation Lessons from Six Early Head Start - Child Care Partnerships     

Tamara Halle  Martha Zaslow  Maya Cook  Maggie Kane  Jessica Dym Bartlett 《Early education and development》2019,30(8):990-1008

ABSTRACT

Research Findings: This study examined the development and implementation of six Early Head Start Child Care Partnerships (EHS-CCPs), unique collaborations between EHS grantees and community-based child care partners that expand access to high-quality child care and comprehensive services for low-income infants, toddlers, and their families. Interviews and focus groups with 111 key informants identified similarities across the six EHS-CCPs in initial outreach to community partners for establishing partnerships and approaches to developing partnership agreements but variation in approaches to monitoring quality improvement activities. Benefits and challenges to partnerships for programs and families were noted. Practice or Policy: Findings suggest a need for additional guidance for EHS-CCPs on key components of implementation, including the partnership agreement process, monitoring quality improvement plans, offering support for meeting program requirements, and providing comprehensive services. For example, five of the six partnerships reported the EHS grantee led the development of their partnership agreements. While this approach was attributed to child care partners’ lack of prior experience in developing agreements, further guidance on how to engage partners collaboratively in an agreement process that better emulates the principles of authenticity and equality from the conceptual framework for collaborations in early care and education would be useful.  相似文献   

“It isn't no slang that can be said about this stuff”: Language,identity, and appropriating science discourse     

Bryan A. Brown 《科学教学研究杂志》2006,43(1):96-126

This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students' responses to the epistemic, behavioral, and discursive norms of the science classroom. At the completion of the academic year, 29 students were interviewed regarding their experiences in a ninth and tenth‐grade life science course. The results indicate that students experienced relative ease in appropriating the epistemic and cultural behaviors of science, whereas they expressed a great deal of difficulty in appropriating the discursive practices of science. The implications of these findings reflect the broader need to place greater emphasis on the relationship between students' identity and their scientific literacy development. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 96–126, 2006  相似文献   

A comparison of author intentions and student perceptions about textbook characteristics     

Mr. David Tulip  Dr. Alan Cook 《Research in Science Education》1991,21(1):313-319

The textbook is often accepted as a fundamental resource in a science classroom because the assumption is made that students are able to interpret a text in a manner which is congruent with the author's intentions. For example, where an author seeks to promote student cognition through the inclusion of specific elements, or implies a high degree of social awareness through the incorporation of societal characteristics in a text, it is expected that students will, at least, perceive these emphases. This research questions these assumptions and suggests that if textbook authors with to communicate such ideas to students, then they should do so in an overt manner. Specializations: Science Education, pedagogy. Specializations: Science Education.  相似文献   

Secular and Koranic literacies in South Asia: From colonisation to contemporary practice     

Bryan Maddox   《International Journal of Educational Development》2007,27(6):661-668

This paper explores the distinction between ‘secular’ and ‘Koranic’ schooling and literacy in South Asia. It begins by tracing an archaeology of the distinction between secular ‘literacy’ and religious ‘illiteracy’. It locates the emergence of the distinction in the colonial census of the 19th century, in the development of ‘English’ education, and the responses within madrasa schools. The second part locates these debates and their on-going importance within a contemporary ethnographic setting. It examines the relevance of the distinction in relation to women's literacy practices. The paper argues that both secular and religious literacy practices are significant for women's status and well-being, and illustrates the centrality of religious reading and learning in Bangladesh. The paper challenges the conventional distinction between religious and secular schooling and literacy, noting their complementary and overlapping nature.  相似文献   

Coupling Admissions and Curricular Data to Predict Medical Student Outcomes     

Diana B. Sesate  Jeffrey F. Milem  Kadian L. McIntosh  W. Patrick Bryan 《Research in higher education》2017,58(3):295-312

The relative impact of admissions factors and curricular measures on the first medical licensing exam (United States Medical Licensing Exam [USMLE] Step 1) scores is examined. The inclusion of first-year and second-year curricular measures nearly doubled the variance explained in Step 1 scores from the amount explained by the combination of preadmission demographic characteristics and admissions factors. In addition, the relationship between the Medical College Admissions Test (MCAT) and Step 1 scores becomes counterintuitive in models that include curricular measures, where students with the lowest combined admissions metrics (MCAT, grade-point average) score higher, on average, than those with some of the highest admissions metrics. Overreliance on traditional metrics in admissions decisions can exclude students from medical school who have the ability to succeed.  相似文献   

Using the Malcolm Baldrige National Quality Award in Teaching: One Criteria,Several Perspectives*     

James A. Belohlav  Lori S. Cook  Daniel R. Heiser 《Decision Sciences Journal of Innovative Education》2004,2(2):153-176

The Malcolm Baldrige National Quality Award (MBNQA) has influenced the thinking and operations within organizations from all sectors of the American economy. This paper presents the experiences of three faculty members who have used the Criteria for Performance Excellence and the underlying concepts of the MBNQA to enhance the learning experiences of their students. The authors discuss how Dale's Cone of Experience is employed, by means of concrete exercises and experiences, to better leverage the student's ability to understand the abstract concepts. The formal, end‐of‐term student evaluations indicate that the described approach has led to a higher level of student engagement in the learning process, as evidenced by more abundant and higher‐quality feedback to the instructors.  相似文献   

The new UN CRC General Comment 13: "The right of the child to freedom from all forms of violence"--changing how the world conceptualizes child protection     

Svevo-Cianci KA  Herczog M  Krappmann L  Cook P 《Child abuse & neglect》2011,35(12):979-989

The UN Committee on the Rights of the Child established CRC General Comment 13 (April 2011) to address today's unabating high rates of violence against children globally despite CRC advances. GC13 provides clear interpretations and stronger detail to supplement the legal language of CRC Article 19, intended to establish protection of children from all forms of violence. Through GC13, the Committee seeks to strengthen policy and practice implementation for all children, including every nation's most vulnerable, by clearly establishing measurable indicators: structure, process and outcomes to children-through improved technical information, expertise and assistance. Based on knowledge and experience gained over the 22 years since the CRC was adopted, GC13 advances best practice approaches and technical resources for States Parties and professionals on preventing violence against children, and on strengthening protection programs, systems, services, research, monitoring, evaluation and reporting. This article addresses child rights and protection issues which have been raised during this period, as well as during the consultation and resulting dialogues, such as the rights of children in early/forced marriage, and the role of the State Party as responsible caregiver when parents or families are not capable of providing protection.  相似文献   

The neglected situation: assessment performance and interaction in context     

Bryan Maddox 《Assessment in Education: Principles, Policy & Practice》2015,22(4):427-443

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On Restructuring School Science Education     

Bryan Chapman 《Studies in Science Education》2013,49(1):194-201

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