Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words     

Matthew K. Burns  Lisa N. Aguilar  Kristy Warmbold‐Brann  June L. Preast  Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.  相似文献   

The promise of curriculum in the post-Covid world: Eclecticism,deliberation, and a return to the practical and the prophetic     

Burns  James P.  Cruz  Christopher 《Prospects》2021,51(1-3):219-231

PROSPECTS - This article focuses on the possibilities through which curriculum on the other side of the Covid-19 pandemic might contribute more proactively to future social and political crises...  相似文献   

Attention in preschoolers: associations with effortful control and motivation   总被引：6，自引：0，他引：6  

Chang F  Burns BM 《Child development》2005,76(1):247-263

The current study examined how individual differences in children's temperament and motivation relate to attention skills in children from economically disadvantaged families. A total of 73 mother-child dyads participated in this study. Children were between the ages of 3 and 5, and all attended a Head Start program. Using multiple hierarchical regression analyses, the hypotheses that effortful control (an aspect of temperament) and motivation would individually and collectively relate to attention skills were supported. The current study supports the importance of understanding attention as a multifaceted concept (Posner & Petersen, 1990) that relates to cognitive, socioemotional, and motivational systems. The utility of applying a systems approach to school readiness issues in children of poverty is discussed.  相似文献   

Assessment of violence potential among school children: Beyond profiling     

Matthew K. Burns  Vincent J. Dean  Susan Jacob‐Timm 《Psychology in the schools》2001,38(3):239-247

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The Ionic bumblebee     

Steven A. M. Burns 《Interchange》1985,16(1):78-84

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Personal development in teacher education programmes     

Robert B. Burns 《The Australian Educational Researcher》1991,18(1):97-109

The study demonstrates the effectiveness of personal growth workshops for trainee teachers. The experimental group of trainee teachers manifested significant improvements in self-esteem, personal warmth, and positive thinking, and became less anxious, more internal in locus of control, and reported fewer stress symptoms than the control group. These changes held over a long teaching practice a context that usually creates stress and lowered self-confidence. Such workshops would appear to be a necessary inclusion in professional training programmes to facilitate performance on the job and well-being in those whose duties involve them in a network of close human relationships with colleagues and clients.  相似文献   

Higher Education of Single and Married Mothers     

Ailsa Burns  Cath Scott  George Cooney 《高等教育研究与发展》1993,12(2):189-206

This paper describes an Australian sample of 78 single and 107 partnered mothers who entered or re‐entered tertiary study as mature age students. 27% were early school leavers; of those who had matriculated, early marriage and/or early pregnancy were major reasons for non‐continuance with study, and this was particularly the case among those who subsequently became single mothers. Both partnered and single were enrolled in more traditionally female courses of study than were younger female students attending the same institutions. Some four‐fifths of the sample felt they were managing their time, work, relationships, finances and overall coping poorly or very poorly. However their academic performance was well above average. The single mothers felt they were coping rather better than the married, especially with regard to money (despite being poorer), relationships and time. Overall satisfaction with university life was very high, with the main benefits reported by both single and partnered mothers being self‐esteem, knowledge, intellectual interests and intelligence. Career benefits and financial potential were mentioned less often as main benefits and only slightly more frequently by the single mothers. The question is raised of whether mature age women students, as well as female school leavers, should be encouraged to enter non‐traditional courses of study.  相似文献   

Effects of sequences of sucrose reward magnitudes with short ITIs in rats     

R. A. Burns 《Learning & behavior》1976,4(4):473-479

Two experiments assessed the role of aftereffect learning in rats rewarded with sucrose solutions. In Experiment 1, rats were trained in a single straight runway for two trials on each of 18 days, each trial terminating with either large (20% scurose) or small (3% sucrose) reward. The ITI was 3–5 min. The sequence of daily rewards for each of four groups was small-small (SS), small-large, (SL), large-small (LS), or large-large (LL). Response patterning and a simultaneous negative contrast effect were observed in LS and SL relative to the consistently rewarded controls. During 10 massed extinction trials, resistance to extinction was greatest for Group SL, followed in order by Groups SS, LL, and LS. Experiment 2 examined single alternation of large and small rewards administered for 10 trials on each of 31 days with an ITI of 60 sec. Reward for one group was 20% or 3% sucrose while another received 1 or 10 45-mg Noyes pellets. Appropriate patterning developed only in the food-pellet rewarded animals. The overall results suggest that sucrose rewards may produce high-amplitude and long-duration aftereffects which interfere with learning in designs employing several massed daily trials, but which may facilitate learning—relative to food-pellet rewards—with longer intertrial intervals and fewer daily trials.  相似文献   

Ordinal position in the serial learning of rats     

Richard A. Burns  John A. Dunkman  Stacy L. Detloff 《Learning & behavior》1999,27(3):272-279

Rats were runway trained on each of two, three-trial series consisting of different varieties of reward (X, Y, and Z) and nonreward (N) serving as trial outcomes. The two series are represented as XNY and ZNN. Distinguishing the two series were different brightness and texture cues on the runway floor. Transfer tests, conducted after the rats had developed faster running for rewarded trials than for nonrewarded trials and slower running on Trial 2 of ZNN than on Trial 2 of XNY, provided evidence that trial position, rather than item memories, was controlling the discriminations. In Experiment 1, reversing the floor cues completely reversed the discriminations. In Experiment 2, transfer to NNN did not change the routine patterns of approach that had been established.  相似文献   

Developing a model for ethical dialogue and decisionmaking     

Janet Roehl  Sheila Murphy  Susan Burns 《Performance Improvement》2000,39(5):9-12

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