Classically conditioned heart rate in rats following preconditioning exposure to the CS     

Robert D. Fitzgerald  John Hoffman 《Learning & behavior》1976,4(1):58-60

The influence of preexposure to the CS on classically conditioned heart rate was examined in three groups of rats receiving either 0, 10, or 50 CS-alone trials prior to the beginning of acquisition training. The conditioned response was a deceleration in heart rate for all groups. Compared to the 50 group, the 0 and 10 groups both showed a lower overall level of conditioning performance and a slower rate of development of the conditioned response. It was suggested that the presence of the nonhabituated orienting response may have interfered with the conditioning process.  相似文献   

Proportional Reasoning among 7th Grade Students with Different Curricular Experiences     

David Ben-Chaim  James T. Fey  William M. Fitzgerald  Catherine Benedetto  Jane Miller 《Educational Studies in Mathematics》1998,36(3):247-273

Contextual problems involving rational numbers and proportional reasoning were presented to seventh grade students with different curricular experiences. There is strong evidence that students in reform curricula, who are encouraged to construct their own conceptual and procedural knowledge of proportionality through collaborative problem solving activities, perform better than students with more traditional, teacher-directed instructional experiences. Seventh grade students, especially those who study the new curricula, are capable of developing their own repertoire of sense-making tools to help them to produce creative solutions and explanations. This is demonstrated through analysis of solution strategies applied by students to a variety of rate problems.  相似文献   

Test-retest reliability of jump execution variables using mechanography: a comparison of jump protocols     

John S. Fitzgerald  LuAnn Johnson  Grant Tomkinson  Jesse Stein  James N. Roemmich 《Journal of sports sciences》2018,36(9):963-969

Mechanography during the vertical jump may enhance screening and determining mechanistic causes underlying physical performance changes. Utility of jump mechanography for evaluation is limited by scant test-retest reliability data on force-time variables. This study examined the test-retest reliability of eight jump execution variables assessed from mechanography. Thirty-two women (mean±SD: age 20.8 ± 1.3 yr) and 16 men (age 22.1 ± 1.9 yr) attended a familiarization session and two testing sessions, all one week apart. Participants performed two variations of the squat jump with squat depth self-selected and controlled using a goniometer to 80º knee flexion. Test-retest reliability was quantified as the systematic error (using effect size between jumps), random error (using coefficients of variation), and test-retest correlations (using intra-class correlation coefficients). Overall, jump execution variables demonstrated acceptable reliability, evidenced by small systematic errors (mean±95%CI: 0.2 ± 0.07), moderate random errors (mean±95%CI: 17.8 ± 3.7%), and very strong test-retest correlations (range: 0.73–0.97). Differences in random errors between controlled and self-selected protocols were negligible (mean±95%CI: 1.3 ± 2.3%). Jump execution variables demonstrated acceptable reliability, with no meaningful differences between the controlled and self-selected jump protocols. To simplify testing, a self-selected jump protocol can be used to assess force-time variables with negligible impact on measurement error.  相似文献   

Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’     

Kirsten Petrie  Joel Devcich  Hayley Fitzgerald 《Physical Education & Sport Pedagogy》2018,23(4):345-357

Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher’s ‘helper’, ‘helped’, or ‘helpless’. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings.

Methodology: Drawing on the data from a larger critical participatory action research project, we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel’s experiences.

Conclusion: Joel’s experience demonstrates that there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel’s case, this included becoming a reflexive practitioner, getting to know his students, being receptive as opposed to respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled.  相似文献   

Microsoft art gallery: A review of a review     

J. D. Fitzgerald 《Archives and Museum Informatics》1994,8(1):49-50

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Some program techniques for working with child abuse and neglect families     

J.A. Bogle  N. Funk  G. Wright  M. Fitzgerald  C. Davis  M. Slimak 《Child abuse & neglect》1977,1(2-4)

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Joanne Gard Marshall, AHIP, FMLA Medical Library Association President 2004-2005.     

Dorothy Fitzgerald 《Journal of the Medical Library Association》2004,92(3):302-305

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LAW STUDENTS' ATTITUDES TOWARDS ASSESSMENT     

Diana M. Tribe  A. J. Tribe  Julie Fitzgerald 《Assessment & Evaluation in Higher Education》1989,14(1):31-39

This paper outlines the research method used in Phase II of the Law Student Assessment Project; it indicates the trend of the results and shows how they relate to the findings of Phase I of the project.(1 TRIBE, D. and TRIBE, A. J. 1988. “Assessing Law Students: Lecturers Attitudes and Practices”. Assessment and Evaluation in Higher Education, 13(3): 195[Taylor & Francis Online] [Google Scholar])  相似文献   

Adolescents’ definitions of bullying: the contribution of age,gender, and experience of bullying     

Hollie Byrne  Barbara Dooley  Amanda Fitzgerald  Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418

The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes.  相似文献   

Initial Preparation and Teacher Competency     

R. T. Fitzgerald 《Asia-Pacific Journal of Teacher Education》1976,4(3):205-212

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