Designing and evaluating product training presentations a step-by-step guide for technical presenters     

James R. Norton 《Performance Improvement》1994,33(4):33-37

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Book review: Needs assessment: A user's guide     

James D. Russell 《Performance Improvement》1994,33(9):39-40

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Breakthrough thinking By Gerald Nadler & Shozo Hibino     

Gregory T. Duncan 《Performance Improvement》1992,31(5):42-43

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Once upon a technical training case study     

James R. Norton 《Performance Improvement》1991,30(8):16-19

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Analyzing and Selecting Instructional Strategies and Tactics     

David H. Jonassen  R. Scott Grabinger  N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47

“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics.  相似文献   

The United States Holocaust Memorial Museum — A Dialogue with Memory     

James Ingo Freed 《Curator: The Museum Journal》1995,38(2):95-110

This article describes the author's personal/professional experience in designing the United States Holocaust Memorial Museum, a building that must “fit” in the context of the National Mall, express the spirit of the Holocaust, and become a permanent, living memorial. “The [building] did not pose the familiar problem of the container and the contained. This [must be] a building where the contained (the historical exhibition) works on the container (the architectural shell) and where the container has to join with the contained.”  相似文献   

Role and function of school psychologists, 1992–93: A comparative study     

Alyson H. Roberts  James O. Rust 《Psychology in the schools》1994,31(2):113-119

The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model.  相似文献   

The Reorder of Things: The University and Its Pedagogies of Minority Difference Roderick A. Ferguson. Minneapolis: University of Minnesota Press, 2012.     

James West 《Journal of American culture (Malden, Mass. : 2003)》2014,37(1):114-115

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The biomechanical characteristics of high-performance endurance running     

Stephen J. Preece  Christopher Bramah  Duncan Mason 《European Journal of Sport Science》2019,19(6):784-792

The biomechanical profile of high-level endurance runners may represent a useful model that could be used for developing training programmes designed to improve running style. This study, therefore, sought to compare the biomechanical characteristics of high-performance and recreational runners. Kinematic and kinetic measurements were taken during overground running from a cohort of 14 high-performance (8 male) and 14 recreational (8 male) runners, at four speeds ranging from 3.3 to 5.6?m?s^?1. Two-way ANOVA analysis was then used to explore group and speed effects and principal component analysis used to explore the interdependence of the tested variables. The data showed the high-performance runners to have a gait style characterised by an increased vertical velocity of the centre of mass and a flight time that was 11% longer than the recreational group. The high-performance group were also observed to adopt a forefoot strike pattern, to contact the ground with their foot closer to their body and to have a larger ankle moment. Importantly, although observed group differences were mostly independent of speed, the tested variables showed a high degree of interdependence suggesting an underlying unitary phenomenon. This is the first study to compare high-performance and recreational runners across a full range of kinematic and kinetic variables. The results suggest that high-performance runners maintain stride length with a prolonged aerial phase, rather than by landing with a more extended knee. These findings motivate future intervention studies that should investigate whether recreational runners could benefit from instruction to decrease shank inclination at foot contact.  相似文献   

Reliability and validity of field-based fitness tests in youth soccer players     

James H. Dugdale  Calum A. Arthur  Dajo Sanders  Angus M. Hunter 《European Journal of Sport Science》2019,19(6):745-756

This study aimed to establish between-day reliability and validity of commonly used field-based fitness tests in youth soccer players of varied age and playing standards, and to discriminate between players without (“unidentified”) or with (“identified”) a direct route to professional football through their existing club pathway. Three-hundred-and-seventy-three Scottish youth soccer players (U11–U17) from three different playing standards (amateur, development, performance) completed a battery of commonly used generic field-based fitness tests (grip dynamometry, standing broad jump, countermovement vertical jump, 505 (505COD) and T-Drill (T-Test) change of direction and 10/20 m sprint tests) on two separate occasions within 7–14?days. The majority of field-based fitness tests selected within this study proved to be reliable measures of physical performance (ICC?=?0.83–0.97; p?p?2 (7)?=?101.646, p?相似文献