Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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The competency casebook: Twelve studies in competency‐based performance improvement     

David Dubois  Marie Shadden  Roger Kaufman  Dale Brethower 《Performance Improvement》2000,39(1):37-40

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Models and strategies for training design     

K. L. Medsker  K. M. Holdsworth  Dale Brethower 《Performance Improvement》2002,41(4):46-48

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A Comparison of the Effects of Fluency Training and Accuracy Training on Application and Retention     

Barbara R. Bucklin  Alyce M. Dickinson  Dale M. Brethower 《Performance Improvement Quarterly》2000,13(3):140-163

The effects of fluency training on the acquisition and retention of a composite skill were compared with those of training to accuracy only. Participants were 30 college students, and the task was a stimulus equivalence task, similar to the one used by Binder (1995) in earlier assessments. Participants learned associations between Hebrew symbols and nonsense syllables and between nonsense syllables and Arabic numerals. Immediately after training and every 2 or 4 weeks for 16 weeks, they were tested on a composite task that required both associations. Retention of the original component associations was also assessed after 4 months. With respect to the composite skill, fluency training resulted in: a) higher response rates immediately after training and across the 16 weeks; b) better accuracy 4 and 16 weeks after training; and c) less deterioration of accuracy after 16 weeks. Effects on the component skills were similar. The results document that for skilled adult learners, fluency training can aid the acquisition of a higher level skill and increase the retention of accuracy for both the component and composite skills.  相似文献   

The Role of Pedagogical Content Knowledge in Motor Skill Instruction: Comments and Questions on Walkwitz & Lee, 1992     

Lynn Dale Housner 《Research quarterly for exercise and sport》2013,84(4):444-446

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Technical Reliability Assessment of the Actigraph GT1M Accelerometer     

Pedro Silva  Jorge Mota  Dale Esliger  Gregory Welk 《Measurement in physical education and exercise science》2013,17(2):79-91

The purpose of this study was to determine the reliability of the Actigraph GT1M (Pensacola, FL, USA) accelerometer activity count and step functions. Fifty GT1M accelerometers were initialized to collect simultaneous acceleration counts and steps data using 15-sec epochs. All reliability testing was completed using a mechanical shaker plate to perform six different test conditions in Experiment 1 and 18 test conditions in Experiment 2. The overall intra- and inter-instrument reliability of the GT1M was CV_intra = 2.9% and CV_inter = 3.5% for counts and CV_intra = 1.1% and CV_inter = 1.2% for steps. No batch effects were evident in the 50 GT1Ms. The Actigraph GT1M accelerometer demonstrated good reliability for measuring both counts and steps. However, the ability of the GT1M to consistently detect acceleration at a given acceleration and frequency condition varied widely. Future studies clarifying the filtering limitations and the threshold necessary to detect the occurrence of movement are warranted.  相似文献   

Measurement of Physical Fitness and Physical Activity: Fifty Years of Change     

Dale P. Mood  Allen W. Jackson  James R. Morrow Jr. 《Measurement in physical education and exercise science》2013,17(4):217-227

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Responding to the technological imperative: the experience of an open and distance education institution     

Dale M. Holt  Diane J. Thompson 《Distance Education》1995,16(1):43-64

This paper examines the key impact that technology is having on shaping and, indeed, fusing the worlds of work both outside and inside tertiary institutions. The transformation of organisations by technology creates key challenges for tertiary institutions which are identified. One tertiary institution's attempts to engage with these challenges is illuminated through case study research. The institution in question, Deakin University, is a major open and distance education organisation in Australia. In grappling with the technological imperative, issues of leadership, management and organisational change come to the fore. Leadership in dynamically evolving organisations committed to the use of educational technologies in a range of diverse teaching‐learning contexts is an enormously complex and difficult task. The complexities, ambiguities and difficulties of leadership in such an environment are illuminated in this paper through the presentation of a set of eight interconnected issues which reveal some of the experiences of people within the University who are attempting to manage educational change and technological innovation.  相似文献   

A program for excellence in physics and physical science teaching     

Dale D. Long  Dr. Thomas G. Teates  Paul F. Zweifel 《Journal of Science Teacher Education》1992,3(4):109-113

Conclusion It seems reasonable to conclude that the impact of these projects has been extensive and that we have met our basic objectives regarding the improvement of science education for the target teachers and students. The long-term goal of improved scientific literacy of at least a part of the citizens of this country and world can only be assessed by some form of longitudinal study that is beyond the scope and funding for these projects. But our assessment of what has been accomplished in the short term efforts seems to indicate very positive gains in those areas of knowledge, confidence, and pedagogical capability that we believe will enable the participants to make contributions to the improvement of scientific literacy for the students with whom they work. In short, we believe we have had two successful and worthwhile programs that have been useful and effective.  相似文献   

National Survey of School Counselor Supervision     

Betsy J. Page  Dale R. Pietrzak  John M. Sutton 《Counselor Education & Supervision》2001,41(2):142-150

A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed.  相似文献