Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning     

Ido Roll  Deborah Butler  Nikki Yee  Ashley Welsh  Sarah Perez  Adriana Briseno  Katherine Perkins  Doug Bonn 《Instructional Science》2018,46(1):77-104

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.  相似文献   

Quantifying the effects of load carriage and fatigue under load on sacral kinematics during countermovement vertical jump with IMU-based method     

Ryan S. McGinnis  Stephen M. Cain  Steven P. Davidson  Rachel V. Vitali  Noel C. Perkins  Scott G. McLean 《Sports Engineering》2016,19(1):21-34

We present a method for quantifying sacral kinematics during countermovement jumping (CMJ) using an inertial measurement unit (IMU). The IMU-derived sacral kinematic trajectories reproduced motion capture acceleration, velocity, and displacement to within mean (standard deviation) differences of 0.024 (0.088) m/s², 0.023 (0.026) m/s, and 0.003 (0.032) m, respectively, across 252 jumps performed by 14 subjects. The method also quantified differences in maximum sacral displacement to within 1 % and differences in maximum propulsive velocity to within 0.7 % of motion capture estimates. This builds upon existing IMU-based methods for quantifying jump performance, which do not provide sacral kinematic trajectories. The utility of this method is demonstrated by its ability to discriminate jump performance metrics across a diverse subject population. In particular, we found that 21 participants adopted multiple strategies to maximize jump height in unloaded and loaded fresh conditions, but converged to a common strategy when jumping fatigued and under load. Changes in kinematic parameters were evident across conditions, and several changes were significantly associated with changes in jump performance (i.e., height). These parameters include changes in the depth of the countermovement, duration of the propulsive phase and maximum propulsive velocity. Collectively, these results point toward the future use of this method in naturalistic environments and for multiple objectives including biomechanical performance assessment and tracking, fatigue assessment, and jump training.  相似文献   

Through the looking glass: Ethnic and generational patterns of immigrant identity   总被引：1，自引：0，他引：1  

Shaun Wiley  Krystal Perkins  Kay Deaux   《Int J Intercult Relat》2008,32(5):385-398

Traditional theories of the “looking glass self” and “social mirroring” assume that people's views of their own group reflect the societal view. Crocker and colleagues (Crocker, J., Luhtanen, R., Blaine, B., & Brodnax, S. (1994). Collective self-esteem and psychological well-being among white, black, and Asian college students. Personality and Social Psychology Bulletin, 20, 503–513), however, found ethnic group differences in the extent to which private and public views correspond. We report data from two studies that further examine this correspondence in (a) a sample of first- and second-generation Black immigrants and (b) samples of first- and second-generation Asian/Pacific Islander, Black, Latino, and White immigrants. Study 1 shows significant shifts for Black immigrants, from a high correlation between public and private regard in the first generation to a non-significant relationship in the second generation. Study 2 replicates the findings for the Black sample and shows different patterns of association for the other three groups. It also shows that endorsement of multiculturalism moderates the relationship between public and private regard among first generation Black and Latino immigrants. We discuss these results in terms of managing the negative value associated with one's group in society and consider immigration as a site for studying social change.  相似文献   

ICT International     

Ross A. Perkins 《TechTrends》2011,55(5):11-12

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Mountain Stereotypes,Whiteness, and the Discourse of Early School Reform in the Arkansas Ozarks, 1910s–1920s     

J. Blake Perkins 《History of education quarterly》2014,54(2):197-221

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Greatest of All Guests     

Mekkin S. Perkins 《The Educational forum》2013,77(2)

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Collisionless tool orientation smoothing above blade stream surface using NURBS envelope     

Jing-hua XU  Shu-you ZHANG  Jian-rong TAN  Ri-na SA 《浙江大学学报(A卷英文版)》2013,14(3):187-197

In five-axis machining,tool orientation above a blade stream surface may lead to tool collision and a decrease in workpiece rigidity.Hence,collisionless tool orientation smoothing(TOS)becomes an important issue.On the basis of a constant scallop height tool path,the triangular facets in the faces,vertices format are constructed from cutter contact(CC)using the Voronoi incremental algorithm.The cutter location(CL)points candidate set is represented by an oblique elliptic cone whose vertex lies at CC using NURBS envelope.Whether the CL point is above its CC is judged by the dot product between the normal vector and the point on triangulation nearest to the CL point.The curvatures at CC are obtained by fitting a moving least square(MLS) quadratic patch to the local neighborhood of a vertex and calculating eigenvectors and eigenvalues of the Hessian matrix.Triangular surface elastic energy is employed as the weight in selection from the NURBS envelope.The collision is judged by NURBS surface intersection.TOS can then be expressed by selecting a CL point for each CC point and converted into a numerical control(NC)code automatically according to the postprocessor type of the machine center.The proposed method is verified by finishing of a cryogenic turboexpander impeller of air separation equipment.  相似文献   

Learning to Read and Learning to Teach Reading     

Margaret Perkins 《English in Education》1999,33(3):62-69

The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created.  相似文献   

CHILDREN AND WORSHIP     

Jeanette Perkins 《Religious education (Chicago, Ill.)》2013,108(5):346-352

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Great Business Training is Just Enough,Just in Time,and Just for Me     

Thomas Perkins  Diana Doyle  Jane Wisniewski  Sarah Kaiser  Lynn Vosler  Judith Amoo 《Community College Journal of Research & Practice》2013,37(6):537-539

Retrenchment practices in the 1980s represented a new challenge to institutions of higher education. The literature encompassing higher education within the past 10 years has revealed limited information concerning retrenchment policies in public community colleges in Texas. This study investigated the presence or absence of retrenchment policies and their relation to fluctuations in enrollment and state funding. All 49 public community‐junior college districts in the state of Texas were included in the study. Twenty (41%) of these community colleges had a retrenchment policy. This study indicated that administrative decisions regarding the development and adoption of retrenchment policies are based on state revenue declines as opposed to enrollment fluctuations.  相似文献