Statistics for the Terrified Version 3.0     

Neville Hunt 《Teaching Statistics》1997,19(3):78-79

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Bookreviews     

Gilbert de Landsheere  Marten Groen  John Biggs  John F. Willatt  David Thomas  Clare Burstall  Robin Russell  J. R. Barr  Gerhard Pause  Donald E. Super  John B. Biggs  Alan C. Purves  Klaus Schleicher  Herbert A. Thelen  Neville Postlethwaite  Börje Holmberg  Kenneth Austwick  Sven Hilding  A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123

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Knapper, Christopher K., and Cropley, Arthur, J. 2000. Lifelong Learning in Higher Education. 3rd ed. London: Kogan Page. 238 pp.     

Neville Postlethwaite 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,2(2):645

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Book reviews     

Mercy Abreu De Armengol  Arthur J. Cropley  R. A. Garden  Lilian G. Katz  J. P. Keeves  John Lowe  Claudine Michel  Hans Pelgrum  T. N. Postlethwaite  Alfred Yates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):485-499

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Editorial     

T. Neville Postlethwaite 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(2):131-135

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Effects of self‐monitoring,token reinforcement and different back‐up reinforcers on the classroom behaviour of retardates     

Peter Coleman  Neville M. Blampied 《International Journal of Disability, Development & Education》1977,24(2):95-107

Following a baseline observation period, a class of intellectually handicapped boys were given opportunities to monitor and record their own behaviour as on‐task or off‐task. Following this self‐monitoring phase, the self‐administered check‐marks were used as tokens and exchanged for back‐up consequences, which were initially low‐value objects for consumption (possession). These were later increased in value, and finally changed to access consequences (the opportunity to play with but not possess). Self‐monitoring alone produced a significant increment in the externally assessed level of on‐task behaviour. Only when access back‐up consequences were introduced was there a further significant increment. Provision of high‐value consumption consequences was followed by a loss of accuracy in self‐monitoring, and reduction in on‐task behaviour to baseline levels. The study demonstrated the extension of a self‐control procedure to retardates, the importance of separately measuring the effect of self‐monitoring on the target behaviour, and the need for appropriate selection of back‐up consequences.  相似文献   

Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’     

Nasser Mansour  Rupert Wegerif  Nigel Skinner  Keith Postlethwaite  Lindsay Hetherington 《Research in Science Education》2016,46(5):667-684

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Chernoff Faces in Microsoft Excel     

Neville Hunt 《Teaching Statistics》2004,26(3):75-77

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Interactivity—towards a framework to describe, model, visualise and harness its dynamic nature     

Paul Shabajee  & Keith Postlethwaite 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):371-373

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Cleaning Dirty Data in Excel     

Neville Hunt  Sidney Tyrrell 《Teaching Statistics》2002,24(3):90-92

This article gives a flavour of the CHIME materials on data handling in Microsoft Excel. It demonstrates the facilities for data validation within Excel.  相似文献