Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations     

Karen Murphy  Shane Barry 《Assessment & Evaluation in Higher Education》2016,41(2):213-227

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.  相似文献   

II. Methods     

Lois Bloom  & Erin Trinker 《Monographs of the Society for Research in Child Development》2001,66(4):30-40

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Interaction between television and child-related characteristics as demonstrated by eye movement research     

Lois J. Baron 《Educational technology research and development : ETR & D》1980,28(4):267-281

Do field independent individuals and good readers exhibit more proficient scanning strategies than field dependents and poor readers? This study sought to answer those questions as well as to determine whether a dynamic rather than a static presentation leads to better scanning techniques. Measurements of the eye movements of third grade chi Idren as they viewed segments of The Electric Company television program were analyzed in terms of time taken to orient to target, percentage of fixations on target, percentage of time on target, direction of attack, and duration of fixation on target.  相似文献   

An analysis of the functions of selected australasian higher education research and development units     

Jim Murphy 《The Australian Educational Researcher》1989,16(1):45-56

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IV. The Play Study     

Lois Bloom  & Erin Trinker 《Monographs of the Society for Research in Child Development》2001,66(4):50-72

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Upgrading the cohort: A model for admissions to preparatory programs in educational administration     

Paul A. Pohland  Lois T. Carlson 《Journal of Personnel Evaluation in Education》1992,6(2):123-139

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Formal reasoning ability and misconceptions concerning genetics and natural selection     

Anton E. Lawson  Lois D. Thompson 《科学教学研究杂志》1988,25(9):733-746

Students often hold misconceptions about natural phenomena. To overcome misconceptions students must become aware of the scientific conceptions, the evidence that bears on the validity of their misconceptions and the scientific conceptions, and they must be able to generate the logical relationships among the evidence and alternative conceptions. Because formal operational reasoning patterns are necessary to generate these logical relationships, it was predicted that, following instruction, formal operational students would hold significantly fewer misconceptions than their concrete operational classmates. To test this hypothesis 131 seventh-grade students were administered an essay test on principles of genetics and natural selection following instruction. Responses were categorized in terms of the number of misconceptions present. The number of misconceptions was compared to reasoning ability (concrete, transitional, formal), mental capacity (<6, 6, 7), verbal intelligence (low, medium, high), and cognitive style (field dependent, intermediate, field independent). The only student variable consistently and significantly related to the number of misconceptions was reasoning ability; thus, support for the major hypothesis of the study was obtained.  相似文献   

Scholastic Aptitude Test preparation for the adolescent dyslexic     

Lois H. Rothschild 《Annals of dyslexia》1987,37(1):212-227

Residual signs characteristic of a specific language disability, such as vocabulary deficits, trouble differentiating between literal and figurative words, difficulty paraphrasing a reading selection, and problems with abstract reasoning make it arduous for dyslexic adolescents to demonstrate their maximum potential on the verbal section of the Scholastic Aptitude Test. This paper illustrates ways in which SAT skills can be enhanced through a structured program of vocabulary development, an understanding of test taking strategies for specific SAT questions, and the learning of a pattern of analysis to improve reading comprehension. It includes case studies, as well as a discussion of the types of special test arrangements available for dyslexic students.  相似文献   

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys          下载免费PDF全文

Amanda M. Dettmer  Ashley M. Murphy  Denisse Guitarra  Emily Slonecker  Stephen J. Suomi  Kendra L. Rosenberg  Melinda A. Novak  Jerrold S. Meyer  Katie Hinde 《Child development》2018,89(2):525-538

Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk.  相似文献   

A GLIMPSE INTO THE FUTURE: PROFESSIONAL DEVELOPMENT IN THE 21ST CENTURY     

Peter James Murphy  Mary Nixon 《Higher Education in Europe》1993,18(4):99-112

Various experiments in distance continuing professional education via satellite in the Canadian province of British Columbia are described. The great distances separating the small scattered communities of the province make such a means of educational delivery’ essential; however, many professional educators have expressed doubts as to the real effectiveness of distance education programmes. The conclusion of the authors is that distance education degree programmes, backed by the latest communication technologies, are pedagogically effective and a major means to democratize access to higher education in difficult environments. These programmes definitely represent the wave of the future.  相似文献