Cognitive Skill Acquisition Through a Meta-Knowledge Processing Model     

Elspeth McKay 《Interactive Learning Environments》2013,21(3):263-291

The emerging trend for taking a more collaborative approach to life-long learning is picking up pace. So, too, is the rate at which online learning systems are implemented by novice courseware designers. Nevertheless, if we want to sustain the momentum, we must understand more about how to manage the computer–human interaction (CHI) and, henceforth, the cognitive skills acquisition process involved in E-learning systems (McKay & Garner, 1999). Once we understand the CHI phenomenon, learn how to manage the E-learning environment successfully, manage media in an efficient and effective manner, conquer collaborative online communication and knowledge-sharing, we may be able to claim that context-mediated learning has arrived. This paper discusses an examination of the contextual issues involved in understanding the interactivity of instructional conditions and cognitive style as a metaknowledge acquisition process. Meta-knowledge is used here to convey knowledge about knowledge. This distinction is necessary to differentiate between the more common usage of the term, whereby knowledge is generated by an individual presented with various pieces of information. Further work is needed to substantiate the speculated mechanisms relating to the relationship between specific learning domains, and notational transfer (internal/external exchange process) in an online learning context.  相似文献   

Characteristics of the Early Intervention Workforce: An Indiana Perspective     

Susan Kontos  Loraine Dunn 《Early education and development》1989,1(2):141-157

In preparation for implementation of Part H of P.L. 99-457, the Indiana early intervention workforce was surveyed to determine the current status of the workforce and identify implications for policy making. A sample of 837 respondents generated information about the types of personnel providing services, their qualifications, compensation, and longevity in the field. Turnover rates for the personnel categories surveyed were also obtained. Education and licensure for teachers and aides showed considerable variation, with some personnel having training in areas related to early intervention and many with training in unrelated areas. Striking differences were seen in compensation favoring public school personnel over personnel employed in other types of agencies. Personnel turnover rates were high, averaging 30%. The data indicate the need for early intervention training programs and equitable compensation of trained personnel if Indiana, and presumably other states, are to meet the mandate of P.L. 99-457, Part H. The most critical needs are to develop strategies to attract, train, and support specialized early intervention personnel from a wide variety of disciplines.  相似文献   

Extending pre‐school experience as preventive intervention: Relationships with later reading achievement     

May Hale  Michael F. McKay  Marie D. Neale 《International Journal of Disability, Development & Education》1986,33(2):116-124

This study investigated the predictive validity of decisions made by a pre‐school teacher concerning the cognitive and social maturity of her pupils to enter formal schooling, based on their performance on the Neale Scales of Early Childhood Development.Thirty‐five children selected from the rolls of a Melbourne pre‐school which had maintained records over a ten‐year period were followed up in primary school and their reading ability assessed. Findings showed that subjects who had undertaken an additional pre‐school year following advice based on their Neale Scales’ performance were reading significantly better than those who had displayed similar developmental anomalies but who bad not been exposed to further pre‐school experience; moreover, the former were reading as well as or better than children selected on the basis of their pre‐school profiles as being ready for school.  相似文献   

Mixed-Age Interactions in Family Child Care     

Loraine Dunn  Susan Kontos  LaWanda Potter 《Early education and development》1996,7(4):349-366

Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children.  相似文献   

Facilitating Newly Qualified Teachers' Growth as Collaborative Practitioners     

Loraine Corrie 《Asia-Pacific Journal of Teacher Education》2000,28(2):111-121

A support group for newly qualified teachers (NQTs) was set up to facilitate collaborative practice and explore professional knowledge. The support group was monitored for a year and analyses found that a cooperative, rather than collaborative, group formed. Similarly, the NQTs (with one exception) experienced and enacted cooperation in their schools, which limited their opportunities to learn with teaching colleagues or to be recognised publicly as competent professionals. By the end of the year, most NQTs articulated knowledge of work practices that privileged isolation, privacy and individualism.  相似文献   

Performance Differences between National Football League and High School American Football Combine Participants     

Zachary M. Gillen  Marni E. Shoemaker  Brianna D. McKay  Joel T. Cramer 《Research quarterly for exercise and sport》2019,90(2):227-233

Purpose: The purpose of this study was to determine magnitudes of differences for anthropometric and athletic performance scores between high school and elite college-level American football players. Method: Participants included high school-age (n = 3,666) athletes who participated in American football combines, as well as elite college-level (n = 5,537) athletes who participated in the National Football League (NFL) scouting combine. Combine data included position; height; weight; 10-, 20-, and 40-yard dash; pro-agility (PA); L-cone drill (LC); vertical jump (VJ); and broad jump (BJ). Athletes were separated into their respective position group, defensive back (DB), wide receiver (WR), linebacker (LB), quarterback (QB), running back (RB), tight end (TE), defensive line (DL), and offensive line (OL) for analysis of performance differences. Percent differences for each dependent variable were calculated to quantify magnitudes of differences. Results: NFL combine participants scored 3% to 25% better on all measurements, with the largest differences between weight and VJ (14%–25%). Conclusion: The largest measurement-specific differences between high school-age and elite college-level American football players were body size and power. Although it may seem intuitive that elite college-level players would perform better, these data provide a unique perspective to high school players, parents, and coaches, giving new information to use when designing measurement-specific athletic development programs. Thus, strength and conditioning professionals may benefit from emphasizing increases in muscle mass and power output in strength and conditioning programs.  相似文献   

Japanese Elementary Teachers’ Learning Experiences of Physical Education Professional Development     

Takahiro Sato  Emi Tsuda  Cathy McKay  Yu Furuta  Kazuhiro Kajita 《The Teacher Educator》2020,55(4):373-391

Abstract

The purpose of this study was to investigate Japanese elementary teachers’ professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) the importance of mentoring for teachers’ growth, (b) annual in-house physical education portfolios as a professional development tool, and (c) the dilemma of being an independent learner in collective culture. The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students’ learning.  相似文献   

Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice     

Jane McKay  Jayne Neal 《Journal of Research in Special Educational Needs》2009,9(3):164-172

Special Educational Needs (SEN) policy and practice in England and Wales currently relies on an authoritative and accurate diagnosis of need by professionals working in partnership with parents and children. Our analysis suggests there is a ‘continuum of disengagement’ for children and young people with SEN. This will be used as a central theme to illustrate the disjuncture between SEN policy and practice. The continuum becomes apparent under the scrutiny of issues that arise during the diagnostic process. Identification of problems such as attention deficit hyperactivity disorder, dyslexia and dyspraxia lead to methods of intervention that can be identified as either preventative, counteractive or punitive. The ambiguity of the diagnostic process lies in the overlapping characteristics of these conditions. Referring to our research in the field of SEN provision in North Wales, this article explores the link between hidden disabilities, increasing disengagement and youth offending.  相似文献   

Lesbian, gay, bisexual, and transgender health issues, disparities, and information resources     

McKay B 《Medical reference services quarterly》2011,30(4):393-401

Lesbian, gay, bisexual, and transgender (LGBT) persons, while widely diverse in many ways, share health disparities related to the stigma and discrimination they experience, including disproportionate rates of psychiatric disorders, substance abuse, and suicide. Lesbians, gay men, bisexuals, and the transgender communities have additional health concerns and disparities unique to each population. This paper highlights the national recognition of these health issues and disparities and presents web-based information resources about them and their mitigation.  相似文献   

Lesbian,Gay, Bisexual,and Transgender Health Issues,Disparities, and Information Resources     

Becky McKay 《Medical reference services quarterly》2013,32(4):393-401

Lesbian, gay, bisexual, and transgender (LGBT) persons, while widely diverse in many ways, share health disparities related to the stigma and discrimination they experience, including disproportionate rates of psychiatric disorders, substance abuse, and suicide. Lesbians, gay men, bisexuals, and the transgender communities have additional health concerns and disparities unique to each population. This paper highlights the national recognition of these health issues and disparities and presents web-based information resources about them and their mitigation.  相似文献