Reviews     

John Hedley Brooke  Terry Dartnall  Celia Roberts  Sally Newcomb  Rafe Champion  Andrew Milne  Martin Kelly  Wendy Varney  Orin Thomas  Craig R. Stillwell  Leonard G. Wilson  Peter Anstey  Jay L. Garfield  Mark Colyvan  Mark Cortiula  John Merson  Nicolas Rasmussen  Nickolas Vakas  John Forge  Sunny Y. Auyang  Clair Scrine  Katharina Rowold 《Metascience》1999,8(3):444-514

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Seven ways to demonstrate training success     

Leonard F. Gingerella 《Performance Improvement》1994,33(9):16-18

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How Adults’ Actions,Outcomes, and Testimony Affect Preschoolers’ Persistence     

Julia A. Leonard  Andrea Garcia  Laura E. Schulz 《Child development》2020,91(4):1254-1271

Across four experiments, we looked at how 4- and 5-year-olds' (n = 520) task persistence was affected by observations of adult actions (high or low effort), outcomes (success or failure), and testimony (setting expectations—“This will be hard,” pep talks—“You can do this,” value statements—“Trying hard is important,” and baseline). Across experiments, outcomes had the biggest impact: preschoolers consistently tried harder after seeing the adult succeed than fail. Additionally, adult effort affected children’s persistence, but only when the adult succeeded. Finally, children’s persistence was highest when the adult both succeeded and practiced what she preached: exerting effort while testifying to its value.  相似文献   

Focused Multisensory Anatomy Observation and Drawing for Enhancing Social Learning and Three-Dimensional Spatial Understanding     

Leonard Shapiro  Kathryn Bell  Kallpana Dhas  Toby Branson  Graham Louw  Iain D. Keenan 《Anatomical sciences education》2020,13(4):488-503

The concept that multisensory observation and drawing can be effective for enhancing anatomy learning is supported by pedagogic research and theory, and theories of drawing. A haptico-visual observation and drawing (HVOD) process has been previously introduced to support understanding of the three-dimensional (3D) spatial form of anatomical structures. The HVOD process involves exploration of 3D anatomy with the combined use of touch and sight, and the simultaneous act of making graphite marks on paper which correspond to the anatomy under observation. Findings from a previous study suggest that HVOD can increase perceptual understanding of anatomy through memorization and recall of the 3D form of observed structures. Here, additional pedagogic and cognitive underpinnings are presented to further demonstrate how and why HVOD can be effective for anatomy learning. Delivery of a HVOD workshop is described as a detailed guide for instructors, and themes arising from a phenomenological study of educator experiences of the HVOD process are presented. Findings indicate that HVOD can provide an engaging approach for the spatial exploration of anatomy within a supportive social learning environment, but also requires modification for effective curricular integration. Consequently, based on the most effective research-informed, theoretical, and logistical elements of art-based approaches in anatomy learning, including the framework provided by the observe–reflect–draw–edit–repeat (ORDER) method, an optimized “ORDER Touch” observation and drawing process has been developed. This is with the aim of providing a widely accessible resource for supporting social learning and 3D spatial understanding of anatomy, in addition to improving specific anatomical knowledge.  相似文献   

The effects of gender on the transition of transfer students into a new school     

Bart L. Pillen  Leonard A. Jason  Thomas Olson 《Psychology in the schools》1988,25(2):187-194

The present study describes a peer-tutoring program designed to utilize computerassisted instruction to help first through fourth graders who were entering a new school. Tutored girls increased their positive self-perceptions as a result of the tutoring program, whereas boys declined in positive self-perceptions, while exhibiting gains in reading scores. These findings suggest that prevention efforts need to consider the specific adaptation needs of transfer students by gender so as to insure a maximum fit between individual need and program scope.  相似文献   

Advancing the literate behaviors of a Hmong American fifth grader through cross‐age,paired, interactive tutoring     

John Cotten Lamb  Leonard Baca 《Multicultural Perspectives》2013,15(2):8-12

The adoption and teaching of multicultural education appears not to have transformed society's responses to difference in any obvious way. Consequently, it is proposed that multicultural education, as it is currently practiced, which focuses on teaching about other cultures, be refocused in favor of moral education, which will provide participants with a set of moral principles they can refer to when confronted by difference. To arrive at this proposal, a context is constructed, in which the disputatious nature of the concept, culture, is presented. This shows its controversial nature, yet it is used as an unproblematised point of departure in multicultural education. Social constructions of culture are then discussed and these are shown to be caricatures of what culture really is; yet these caricatures are often communicated as being representative of people's cultures. Finally, it is contended that the political dimension of multicultural education is not confronted; yet this dimension is crucial to our understanding of the asymmetrical relations of power that continue to characterize multicultural societies, and this is perpetuated by unchallenged assumptions that are made in the teaching of multicultural education.  相似文献   

Transient analysis of three-phase power systems,part I     

Eric T.B. Gross  Leonard Rabins 《Journal of The Franklin Institute》1951,251(3):333-341

The application of symmetrical components to the solution of steady state problems in power systems engineering suggests the application of the same or similar components in the study of transient phenomena on the network calculating board by means of oscilloscope and synchronous switch. However, it is found upon rigorous examination that symmetrical components are applicable to such problems in but a few types of switching. Part II of this paper will deal with a system of components which serve well in all cases of transient phenomena produced by short circuits, the operation of circuit breakers or other apparatus.  相似文献   

On the theory of angular correlation phenomena     

Leonard Eisenbud 《Journal of The Franklin Institute》1951,251(2):231-246

The correlation distribution function for emissions of non-relativistic particles in two successive disintegrations of a system is calculated without the use of perturbation theory and without particular assumptions for the nature of the “interactions” responsible for the transitions. The calculation is limited to transitions with the emission of only one particle (or more precisely, the disintegration of a quasi-stationary system into two sub-systems). Some general properties of correlation distribution functions are obtained. Also the number of undetermined parameters which enter the distribution function is counted under important restricting conditions. The form of the calculation makes possible the exhibition of the formal identity of the correlation distribution function with the angular distribution function for resonance reactions. Both distribution functions may be represented as polynomials in cost B of degree not greater than J, where J is the spin of the intermediate states of the two processes.  相似文献   

Dimensionality of the Piers-Harris children's self-concept scale for miniority gifted children     

James H. Williams  Leonard Apenahier  Norris M. Haynes 《Psychology in the schools》1987,24(4):322-325

The relationship between children's self-concepts and their academic achievement has been well established. More recently, the multidimensionality of the self-concept and the relationship of specific self-concept dimensions to achievement have been investigated. However, the multidimensionality of the self-concept among minority gifted children has not been studied. The present study examined the multidimensional structure of the Piers-Harris Self-Concept Scale among 438 predominantly Black gifted children. Six clearly defined orthogonal factors emerged. However, the structure of these factors differed from those reported by Piers and Harris.  相似文献