Self-study to instructor-Led: A conversation strategy     

Gregory Briziarelli 《Performance Improvement》1997,36(2):16-18

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Student's interaction with computer representations: Analysis of discourse in laboratory groups     

Gregory J. Kelly  Teresa Crawford 《科学教学研究杂志》1996,33(7):693-707

Language use in student laboratory groups makes apparent students' conceptions in science, their interpretation of the activity or task, and the negotiation of the roles of the members. This article reports on a methodological approach to analyze student discourse systematically. Four Grade 12 lab groups working on microcomputer-based laboratories (MBL) are the focus of the study. The MBL experiences were used to help students link oscillatory motion to graphical representations. Study of student discourse reveals the role the computer plays in the group context and the ways that this context is shaped by the computer. Developing a better understanding of the role of the computer in student conversations suggests ways to fruitfully construct contexts for learning physics. © 1996 John Wiley & Sons, Inc.  相似文献   

Further negative findings on facilitated communication     

Alfred Hirshoren  James Gregory 《Psychology in the schools》1995,32(2):109-113

To date, most studies of the efficacy of Facilitated Communication (FC) have been hampered by small samples, limited experience of the subjects with the FC, and diagnostically narrow samples. The present study has a comparatively large sample, and the subjects each had a minimum of one year's experience using FC. Diagnoses of the subjects were also arrayed across a broad spectrum. Pictorial stimuli that had been used as classroom teaching materials were presented to each subject and facilitator under three different conditions of five trials each. Responses were rated by independent judges who were not aware of the stimuli. Support for the communicative value of FC was not found.  相似文献   

Gifted underachievement within a self-regulated learning framework: Proposing a task-dependent model to guide early identification and intervention     

Lisa M. Ridgley  Lisa DaVia Rubenstein  Gregory L. Callan 《Psychology in the schools》2020,57(9):1365-1384

Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self-regulated learning (SRL) into these practices may promote earlier identification and intervention. This conceptual paper (a) anchors gifted underachievement within Zimmerman's SRL model, (b) examines existing gifted literature investigating SRL components to demonstrate the benefits of applying an SRL model, and (c) proposes a comprehensive measurement and intervention technique to capture important motivational variables at the task level. By measuring SRL processes and underachievement at a task-specific level, we can target interventions to specific needs, address underachievement before it becomes a persistent problem, and help learners reach their academic potential.  相似文献   

The Impact of After-School Peer Contact on Early Adolescent Externalizing Problems Is Moderated by Parental Monitoring, Perceived Neighborhood Safety, and Prior Adjustment   总被引：12，自引：0，他引：12  

Gregory S. Pettit  John E. Bates  Kenneth A. Dodge  & Darrell W. Meece 《Child development》1999,70(3):768-778

Unsupervised peer contact in the after-school hours was examined as a risk factor in the development of externalizing problems in a longitudinal sample of early adolescents. Parental monitoring, neighborhood safety, and adolescents' preexisting behavioral problems were considered as possible moderators of the risk relation. Interviews with mothers provided information on monitoring, neighborhood safety, and demographics. Early adolescent (ages 12-13 years) after-school time use was assessed via a telephone interview in grade 6 (N = 438); amount of time spent with peers when no adult was present was tabulated. Teacher ratings of externalizing behavior problems were collected in grades 6 and 7. Unsupervised peer contact, lack of neighborhood safety, and low monitoring incrementally predicted grade 7 externalizing problems, after controlling for family background factors and grade 6 problems. The greatest risk was for those unsupervised adolescents living in low-monitoring homes and comparatively unsafe neighborhoods. The significant relation between unsupervised peer contact and problem behavior in grade 7 held only for those adolescents who already were high in problem behavior in grade 6. These findings point to the need to consider individual, family, and neighborhood factors in evaluating risks associated with young adolescents' after-school care experiences.  相似文献   

The mager six-pack by Robert F. Mager     

Gregory Ash 《Performance Improvement》1998,37(2):54-57

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Handbook of human performance technology: Improving individual and organizational performance worldwide (second edition)     

Harold D. Stolovitch  Erica J. Keeps  Gregory Finnegan 《Performance Improvement》2000,39(5):38-44

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The Intersections of Science and Practice: Examples From FitnessGram® Programming     

Gregory J. Welk 《Research quarterly for exercise and sport》2017,88(4):391-400

The FitnessGram® program has provided teachers with practical tools to enhance physical education programming. A key to the success of the program has been the systematic application of science to practice. Strong research methods have been used to develop assessments and standards for use in physical education, but consideration has also been given to ensure that programming meets the needs of teachers, students, parents, and other stakeholders. This essay summarizes some of these complex and nuanced intersections between science and practice with the FitnessGram® program. The commentaries are organized into 5 brief themes: science informing practice; practice informing science; balancing science and practice; promoting evidence-based practice; and the integration of science and practice. The article draws on personal experiences with the FitnessGram® program and is prepared based on comments shared during the 37th Annual C. H. McCloy Research Lecture at the 2017 SHAPE America – Society of Health and Physical Educators Convention.  相似文献   

Does ball carrier technique influence tackler head injury assessment risk in elite rugby union?     

Gregory J Tierney  Karl Denvir  Garreth Farrell  Ciaran K Simms 《Journal of sports sciences》2019,37(3):262-267

The aim of this study was to use video evidence of tackles in elite level rugby union to identify ball carrier proficiency characteristics, for both lower and upper body tackles, that have a higher propensity to result in Head Injury Assessments(HIA) for the tackler. HIA (n = 74) and non-HIA tackles (n = 233) were categorised as either front-on or side-on upper or lower body tackles and scored for ball carrying proficiency characteristics. Side-on tackles included tackles from behind. A Chi-Square test (p < 0.05) and Cramer’s V were calculated to compare proficiency characteristics in HIA and non-HIA cases. For front-on upper body tackles, the ball carrier “fending into contact” (p < 0.01;ES = Moderate) and “explosiveness on contact” (p = 0.04;ES = Moderate) had a higher propensity to result in a HIA for the tackler. Fending into contact was exhibited in 47% of all upper body Tackle front-on HIA cases. The fending arm contacted the tackler’s head in 67% of these cases. Fending into contact can potentially be dangerous and therefore emphasis should be placed on safe fending during tackle-based training drills. Referees should also be alert to arm-to-head contact during the fend. Given the low number of ball carrier characteristics identified, focus should be placed on tackler characteristics for HIA prevention strategies.  相似文献   

Utility of the BMI50 and BMI85 in the Assessment of Short- and Long-Term Change in BMI among Children: A Descriptive Analysis     

Karissa L. Peyer  Gregory J. Welk  Joey C. Eisenmann  Pedro F. Saint-Maurice 《Measurement in physical education and exercise science》2019,23(2):186-193

Interpreting change in Body mass index (BMI) among youth by comparison to growth charts can be difficult because of maturation-related changes. The aim of this paper was to evaluate the utility of several alternative methods for assessing change in BMI among children. Participants included 1,615 children measured for stature and body mass in first grade and then again the following year. A total of 1,101 students were also assessed in eighth grade. Change was examined using BMI percentiles (BMI%), BMI z-scores, “Percent Over BMI” (BMI50), and the Healthy Fitness Zone continuum, also referred to as BMI85. Youth at lower BMI levels at baseline showed a positive mean change in BMI%/z-score, whereas those at higher levels at baseline showed a negative mean change in BMI%/z-score. These patterns were not seen with BMI50 or BMI85. Assessing change in weight by using BMI% may result in bias so researchers are encouraged to use BMI85 as a more appropriate approach.  相似文献