Personal development in teacher education programmes     

Robert B. Burns 《The Australian Educational Researcher》1991,18(1):97-109

The study demonstrates the effectiveness of personal growth workshops for trainee teachers. The experimental group of trainee teachers manifested significant improvements in self-esteem, personal warmth, and positive thinking, and became less anxious, more internal in locus of control, and reported fewer stress symptoms than the control group. These changes held over a long teaching practice a context that usually creates stress and lowered self-confidence. Such workshops would appear to be a necessary inclusion in professional training programmes to facilitate performance on the job and well-being in those whose duties involve them in a network of close human relationships with colleagues and clients.  相似文献   

Using multilevel modeling to examine the effects of multitiered interventions     

Melissa A. Clements  Daniel Bolt  William Hoyt  Thomas R. Kratochwill 《Psychology in the schools》2007,44(5):503-513

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Development of Automated Scoring Algorithms for Complex Performance Assessments: A Comparison of Two Approaches     

Brian E. Clauser  Melissa J. Margolis  Stephen G. Clyman  Linette P. Ross 《Journal of Educational Measurement》1997,34(2):141-161

Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances.  相似文献   

The relationship of teacher ratings of executive functions to emergent literacy in Head Start     

Hooper  Stephen R.  Costa  Lara-Jeane C.  Green  Melissa B.  Catlett  Stephanie R.  Barker  Alexandra  Fernandez  Edmund  Faldowski  Richard A. 《Reading and writing》2020,33(4):963-989

Reading and Writing - The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy...  相似文献   

Higher Education of Single and Married Mothers     

Ailsa Burns  Cath Scott  George Cooney 《高等教育研究与发展》1993,12(2):189-206

This paper describes an Australian sample of 78 single and 107 partnered mothers who entered or re‐entered tertiary study as mature age students. 27% were early school leavers; of those who had matriculated, early marriage and/or early pregnancy were major reasons for non‐continuance with study, and this was particularly the case among those who subsequently became single mothers. Both partnered and single were enrolled in more traditionally female courses of study than were younger female students attending the same institutions. Some four‐fifths of the sample felt they were managing their time, work, relationships, finances and overall coping poorly or very poorly. However their academic performance was well above average. The single mothers felt they were coping rather better than the married, especially with regard to money (despite being poorer), relationships and time. Overall satisfaction with university life was very high, with the main benefits reported by both single and partnered mothers being self‐esteem, knowledge, intellectual interests and intelligence. Career benefits and financial potential were mentioned less often as main benefits and only slightly more frequently by the single mothers. The question is raised of whether mature age women students, as well as female school leavers, should be encouraged to enter non‐traditional courses of study.  相似文献   

Latinx students’ experiences with college access and preparation at college preparatory charter schools     

Melissa A. Martinez  Desireé Vega  Jocabed Marquez 《Journal of Latinos & Education》2019,18(1):28-41

Charter schools that target underserved communities, including Latinxs, have proliferated in the U.S., claiming a unique, more autonomous and successful alternative to traditional public schools, often with a promise of increased postsecondary access and preparation. However, there is conflicting evidence regarding their effectiveness on academic outcomes, prompting additional research on charter schools. This study examined the college access and preparation experiences of 14 Latinxs attending college preparatory charter schools within one school system in Texas. Findings highlight how schools assisted students in preparing for college, but challenges in accessing college knowledge and assistance still existed, particularly for undocumented students.  相似文献   

Effects of sequences of sucrose reward magnitudes with short ITIs in rats     

R. A. Burns 《Learning & behavior》1976,4(4):473-479

Two experiments assessed the role of aftereffect learning in rats rewarded with sucrose solutions. In Experiment 1, rats were trained in a single straight runway for two trials on each of 18 days, each trial terminating with either large (20% scurose) or small (3% sucrose) reward. The ITI was 3–5 min. The sequence of daily rewards for each of four groups was small-small (SS), small-large, (SL), large-small (LS), or large-large (LL). Response patterning and a simultaneous negative contrast effect were observed in LS and SL relative to the consistently rewarded controls. During 10 massed extinction trials, resistance to extinction was greatest for Group SL, followed in order by Groups SS, LL, and LS. Experiment 2 examined single alternation of large and small rewards administered for 10 trials on each of 31 days with an ITI of 60 sec. Reward for one group was 20% or 3% sucrose while another received 1 or 10 45-mg Noyes pellets. Appropriate patterning developed only in the food-pellet rewarded animals. The overall results suggest that sucrose rewards may produce high-amplitude and long-duration aftereffects which interfere with learning in designs employing several massed daily trials, but which may facilitate learning—relative to food-pellet rewards—with longer intertrial intervals and fewer daily trials.  相似文献   

Ordinal position in the serial learning of rats     

Richard A. Burns  John A. Dunkman  Stacy L. Detloff 《Learning & behavior》1999,27(3):272-279

Rats were runway trained on each of two, three-trial series consisting of different varieties of reward (X, Y, and Z) and nonreward (N) serving as trial outcomes. The two series are represented as XNY and ZNN. Distinguishing the two series were different brightness and texture cues on the runway floor. Transfer tests, conducted after the rats had developed faster running for rewarded trials than for nonrewarded trials and slower running on Trial 2 of ZNN than on Trial 2 of XNY, provided evidence that trial position, rather than item memories, was controlling the discriminations. In Experiment 1, reversing the floor cues completely reversed the discriminations. In Experiment 2, transfer to NNN did not change the routine patterns of approach that had been established.  相似文献   

Instructional Efficiency of Performance Analysis Training for Learners at Different Levels of Competency in Using a Web‐Based EPSS     

A. Aubteen Darabi  David W. Nelson  Melissa C. Mackal 《Performance Improvement Quarterly》2004,17(4):18-30

ABSTRACT The measure of performance improvement potential (Gilbert, 1978) in human performance technology uses an exemplary performance as a criterion against which to measure the potential improvement in the performance of a workforce. The measure is calculated based on the performance efficiency which compares expended resources to productivity. The same notion is used to measure the efficiency of instructional conditions, based on learners' mental effort invested in a learning task compared to their performance. This article compares the efficiency of an instructional condition for three groups of students differentiated by their use of an electronic performance support system (EPSS) to conduct a performance analysis project. The results indicated that the instruction was most efficient for those learners who showed greater competency in using the EPSS. Implications for using this technique as a means of formative evaluation of a course are discussed.  相似文献   

Temperamental Emotionality Attributes as Antecedents of Children's Social Information Processing     

Patrick T. Davies  Jesse L. Coe  Rochelle F. Hentges  Melissa L. Sturge-Apple  Michael T. Ripple 《Child development》2020,91(2):508-526

This study examined temperament dimensions of emotion as precursors of children's social information processing (SIP) of stressful peer events. Two hundred and forty-three preschool children (M = 4.60 years) and their primary caregivers participated in two measurement occasions spaced 2 years apart. Observations of temperamental anger, fearful distress, positive affect, and effortful control were assessed in multiple laboratory tasks across two visits at Wave 1. SIP assessments from vignettes of peer challenges were repeated across two waves and included: eye tracking measures of attention to peer emotion displays, hostile attribution bias, hostile solutions, and subjective distress. Findings from structural equation models with inclusion of autoregressive controls indicated that effortful control, fear, and anger predicted subsequent changes in specific SIP dimensions.  相似文献