Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity     

Rebekah Inez Brau  John W. Gardner  G. Scott Webb  Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32

We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.  相似文献   

Discrimination of the number of sequential events by rats     

Donna M. Fernandes  Russell M. Church 《Learning & behavior》1982,10(2):171-176

Ten rats were trained to press a right lever following two successive sounds and to press a left lever following four successive sounds. Three sound sequences were used in initial discrimination training, such that reliable classification could not be based on the duration of each sound, the interval between sounds, or the total duration of the sound sequence. Classification of seven novel sound sequences suggested that the animals were either using number or the sum of sound durations in a sequence as the relevant cue. When this total sound duration was put in conflict with number, rats classified by number. The conclusion was that rats can discriminate number, even when temporal cues are controlled.  相似文献   

Previous traumatic birth: an impetus for requested cesarean birth          下载免费PDF全文

Gardner PS 《The Journal of perinatal education》2003,12(1):1-5

This paper addresses the meaningfulness of the childbearing experience and how a traumatic occurrence can affect women for years into the future. Every woman deserves to have a fulfilling childbearing experience, even if it may be different from the one she imagined. This paper examines the phenomenon of previous traumatic birth and its potential effects on choices during subsequent pregnancies. Discussion includes how childbirth educators can assist women in healing from past birth traumas and preventing them from recurring.  相似文献   

An exploration of teacher's use of iPads for students with learning support needs          下载免费PDF全文

Dianne Chambers  Phyllis Jones  Donna McGhie‐Richmond  Michael Riley  Sarah May‐Poole  Ann Marie Orlando  Orhan Simsek  Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82

This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.  相似文献   

Building Context: Using Activity Theory to Teach About Genre in Multi-Major Professional Communication Courses     

Donna Kain  Elizabeth Wardle 《Technical Communication Quarterly》2005,14(2):113-139

Instructors in multi-major professional communication courses are asked to teach students a variety of workplace genres. However, teaching genres apart from their contexts may not result in transfer of knowledge from school to workplace settings. We propose teaching students to research genre use via activity theory as a way of encouraging transfer. We outline theory and research relevant to teaching genre and provide results from a study using activity theory to teach genre in two different professional communication courses.  相似文献   

CTI and evaluation     

Nigel Gardner 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(3):225-226

  相似文献   

Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

  相似文献   

Why rule encoding by animals in serial learning remains to be established     

E. J. Capaldi  Donna R. Verry  T. L. Davidson 《Learning & behavior》1980,8(4):691-692

  相似文献   

Exploring youth engagement in agricultural development: the case of farmers’ children in the Philippines as rice crop manager infomediaries     

Jaime A. Manalo IV  Sonny P. Pasiona  Anna Marie F. Bautista  Jennifer D. Villaflor  Donna Cris P. Corpuz  Hanah Hazel Mavi Biag-Manalo 《The Journal of Agricultural Education and Extension》2019,25(4):361-377

Purpose: This paper explores the intersections between community development and youth development in an initiative that mobilized farmers’ children as Rice Crop Manager (RCM) infomediaries (information mediators). RCM is an ICT-enabled nutrient management application.

Design/Methodology/Approach: The study engaged 30 farmers’ children in high school level from the provinces of Pangasinan, Isabela, Camarines Sur, Iloilo, Bukidnon, and Davao del Norte from November 2016 to October 2017. They interacted with the research team (the authors) and the RCM-SMS platform that sends text messages regarding fertilizer recommendations. A staff member from the Agricultural Training Institute (ATI) also called the students for some follow-up questions. The research team conducted three rounds of interviews with the students concerning the messages and calls that they received and what they did with the information.

Findings: This study finds that farmers’ children can perform infomediary roles quite effectively. Academically excellent children and those involved in farm work performed best.

Practical Implications: The study provides guidance on similar initiatives tapping young people in agricultural development.

Theoretical Implications: This paper finds that while Community Youth Development (CYD) Theory provides a powerful lens in understanding community and youth development intersections, some identified outcomes may overlap and may not be very easy to observe. Hence, the identified outcomes may be revisited for clarity and to make them more all-encompassing.

Originality/Value: The paper documents actual parent-child interaction when the latter is mobilized to serve as an infomediary to access nutrient management-related information on rice.  相似文献   

Liverpool and the Recognized Non‐certified Efficient Elementary Private Adventure School     

Phil Gardner 《Journal of educational administration and history》1992,24(2):186-196

  相似文献