Self-controlled amount of practice benefits learning of a motor skill     

Post PG  Fairbrother JT  Barros JA 《Research quarterly for exercise and sport》2011,82(3):474-481

Self-control over factors involving task-related information (e.g, feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information.  相似文献   

Guest Editors’ Introduction     

Phillip Harris 《TechTrends》2000,44(3):3-3

  相似文献   

The Place of the Philosophy of Science in the Curriculum of the Physics Student     

Frank  Phillip 《Science & Education》2004,13(1-2):99-120

Science &; Education -  相似文献   

Evaluating the impact of the curriculum centre in Australia     

Phillip Hughes  Kerry J. Kennedy 《Studies in Educational Evaluation》1987,13(3)

  相似文献   

The academically ‘at risk’ student: a pilot intervention programme and its observed effects on learning outcome     

Phillip G. Parsons  Jan H. F. Meyer 《Higher Education》1990,20(3):323-334

Previous research has indicated that there is a strong relationship between the approaches to studying adopted by individual students and their qualitative perceptions of the context in which learning takes place. This study identified students who were considered to be academically at risk and involved them in an intervention programme whose aim was to produce a qualitative change in perceptions of certain key elements of the learning context.The intervention programme consisted of five forty-five minute sessions in which the focus was on three elements of the learning context, namely, the teacher/student relationship, perceptions of textbooks and notes, and the nature and role of tests and examinations.Subsequent interviews indicated that most of the participating students had experienced a qualitative improvement in their perceptions of these contextual elements and that they perceived an attendant improvement in the quality of their learning. Quantitative analysis of the relative class positions before and after the intervention suggests that these changes were accompanied by improved performance. The implications of these findings for teaching practice in higher education are discussed.  相似文献   

Issues for the Asia-Pacific region     

Phillip Hughes 《Prospects》2001,31(1):103-114

The Asia-Pacific region has made substantial but uneven advances in education, particularly over the past two decades. The region’s countries must share information on successful and unsuccessful approaches to solving educational problems and join forces to explore topics about which educators and policy-makers know little or nothing. On the basis of a history of successful co-operation and a commitment to respecting cultural difference, they can and must collaborate both to improve their own education systems and to contribute to the development of secondary education around the world.  相似文献   

Situating graphs as workplace knowledge     

Richard Noss  Arthur Bakker  Celia Hoyles  Phillip Kent 《Educational Studies in Mathematics》2007,65(3):367-384

We investigate the use and knowledge of graphs in the context of a large industrial factory. We are particularly interested in the question of “transparency”, a question that has been extensively considered in the general literature on tool use and, more recently, by Michael Roth and his colleagues in the context of scientific work. Roth uses the notion of transparency to characterise instances of graph use by highly educated scientists in cases where the context was familiar: the scientists were able to read the situation “through” the graph. This paper explores the limits of the validity of the transparency metaphor. We present two vignettes of actual graph use by a factory worker, and contrast his actions and knowledge with that of a highly qualified process engineer working on the same production line. We note that in neither case the graphs were transparent. We argue that a fuller account that describes a spectrum of transparency is needed, and we seek to achieve this by adopting some elements of a semiotic approach that enhance a strictly activity-theoretical view.  相似文献   

Can software improve marker accuracy at detecting contract cheating? A pilot study of the Turnitin authorship investigate alpha     

Phillip Dawson  Wendy Sutherland-Smith  Mark Ricksen 《Assessment & Evaluation in Higher Education》2020,45(4):473-482

Abstract

Contract cheating happens when students outsource their assessed work to a third party. One approach that has been suggested for improving contract cheating detection is comparing students’ assignment submissions with their previous work, the rationale being that changes in style may indicate a piece of work has been written by somebody else. This approach is time consuming, but recent advances in machine learning and natural language processing suggest that it may be well suited to computerization. We trialed an early alpha version of Turnitin’s Authorship Investigate tool, which compares students’ submissions against their previous work. Twenty-four experienced markers from five units of study were asked to make decisions about the presence of contract cheating in bundles of 20 student assignments, which included 14 legitimate assignments and six purchased from contract cheating sites. We asked markers to determine if each assignment was contract cheating, then provided them with an Authorship Investigate report and let them change their decision. Marker accuracy at detecting contract cheating increased significantly, from 48% to 59% after using the report, with no significant difference in false positives. These findings suggest that software may be an effective component of institutional strategies to address contract cheating.  相似文献   

Identity and agency in science education: reflections from the far side of the world     

James Albright  Phillip A. Towndrow  Dennis Kwek  Aik-Ling Tan 《Cultural Studies of Science Education》2008,3(1):145-156

  相似文献   

Book reviews     

T. N. Postlethwaite  David Phillips  Wilfried Hartmann  Teame Mebrahtu  Phillip Mckenzie  Glenn L. Swafford  A. J. Cropley  Hans Pelgrum  Klaus Schleicher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1988,34(1):125-139

  相似文献