Publishing Findings that are Not Significant: Can Non-significant Findings Be Significant?     

Norman G. Lederman  Judith S. Lederman 《Journal of Science Teacher Education》2016,27(4):349-355

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Preweanling and adult rats treat conditioned light-tone combinations differently     

Philipp J. Kraemer  Norman E. Spear 《Learning & behavior》1990,18(2):113-123

Ontogenetic differences in processing light-tone compounds were discovered in preweanling (17-day-old) and adult (60–80-day-old) rats. Suppression of general activity was used as an index of the magnitude of conditioned fear following a single training session in which a CS+ was paired with mild footshock. In Experiment 1, rats were trained on discriminations in which the CS? consisted of a light and the CS+ was either a tone alone (simple discrimination) or a light-tone compound (simultaneous feature-positive discrimination). Adults and preweanlings given each type of discrimination were then tested for fear of the CS? and a target stimulus (tone alone or light-tone compound). Adults in all groups displayed greater fear of the target than of the CS?. Preweanlings, however, discriminated the CS? from the target only when the target was the same as the original CS+. Experiment 2 revealed that age-related differences in conventional stimulus generalization is not a likely explanation for the pattern of results found in Experiment 1. Experiment 3 revealed age-related differences in expressed fear of a serial feature-positive discrimination; adults, but not preweanlings, showed greater fear of the compound than of the CS?. Alternative interpretations of the results from these experiments are discussed, and the general conclusion is that adults appear more inclined to process elements of a compound stimulus selectively, whereas preweanlings seem more likely to process the compound unselectively, with roughly equivalent processing of each element.  相似文献   

Graduate credit for prematriculation experiences     

Dr. Norman Somers 《Innovative Higher Education》1979,4(1):32-40

Although undergraduates often earn academic credit for prior learning acquired through experience, graduate students are rarely afforded that opportunity. Central Michigan University and The University of Northern Colorado are examples of the very few institutions that do accept prior experiential learning toward graduate degrees. The Council of Graduate Schools in the United States adamantly opposes graduate credit for prematriculation experiences; however, the American Council on Education favors the assessment of extrainstitutional learning which has occurred prior to a student's enrollment. Further, the Council for the Advancement of Experiential Learning recently formed a task force to promote experiential learning in the graduate sector. The future for the assessment of experiential learning for graduate credit is indeed favorable.  相似文献   

A Report on an Integrated Design for Teacher Training Courses: An Experiment in De‐institutionalisation     

Norman Holland  Dawn Muir  Royce Sadler  Laurie Miller  Leo Bartlett 《Asia-Pacific Journal of Teacher Education》1977,5(3):220-223

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Student Teachers' School Experience: the managerial implications for schools     

Myra McCulloch  Norman Lock 《Cambridge Journal of Education》1992,22(1):69-78

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Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong     

Yuen  Mantak  Chung  Y. B.  Lee  Queenie A. Y.  Lau  Patrick S. Y.  Chan  Raymond M. C.  Gysbers  Norman C.  Shea  Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676

International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data...  相似文献   

Knowledge structures in the preservice science teacher: Sources,development, interactions,and relationships to teaching     

Dr. Norman G. Lederman  Mark S. Latz 《Journal of Science Teacher Education》1995,6(1):1-19

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About science     

Norman Clark 《Research Policy》1986,15(6)

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Emergent patterns of teaching/learning in electronic classrooms   总被引：1，自引：0，他引：1  

Ben Shneiderman  Ellen Yu Borkowski  Maryam Alavi  Kent Norman 《Educational technology research and development : ETR & D》1998,46(4):23-42

Novel patterns of teaching/learning have emerged from faculty and students who use our three teaching/learning theaters at the University of Maryland, College Park. These fully-equipped electronic classrooms have been used by 74 faculty in 264 semester-long courses since the fall of 1991 with largely enthusiastic reception by both faculty and students. The designers of the teaching/learning theaters sought to provide a technologically rich environment and a support staff so that faculty could concentrate on changing the traditional lecture from its unidirectional information flow to a more collaborative activity. As faculty have evolved their personal styles in using the electronic classrooms, novel patterns of teaching/learning have emerged. In addition to enhanced lectures, we identified three common patterns: (a) active individual learning, (b) small-group collaborative learning, and (c) entire-class collaborative learning.  相似文献   

The Use of the Microgenetic Method with Children with Disabilities: Discovering Competence     

Kathryn L. Fletcher  Lisa F. Huffman  Norman W. Bray  Lisa A. Grupe 《Early education and development》1998,9(4):357-373

In this paper, we advocate the use of the microgenetic method, a methodology that combines dense sampling of observations across time and extensive trial-by-trial analysis, to examine strategy change in children with disabilities. This methodology has revealed new information about normally achieving children's cognition, such as large individual variability in strategy use among children of the same age and more gradual patterns of strategy change than previously assumed. In this paper, we review data from three different microgenetic studies in the domains of memory, arithmetic, and reading with children with or at risk for mental retardation and normally achieving children. Our review indicates that there are similar sequences of strategy change, similar rates of strategy change, and similar frequency of strategy discovery and use in children with and without mental retardation (compared to mental age peers). Implications are discussed for the use of this methodology to design instructional techniques for children with disabilities.  相似文献