Developing Expertise: Benefits of Generalising Learning from the Graphic Design Project     

Grant Ellmers  Marius Foley 《The International Journal of Art & Design Education》2020,39(2):461-475

The ability to transfer knowledge between design projects has been linked to developing expertise and, as such, is an important skill for designers. However, externalising and analysing the knowledge from the design project in ways that support transfer can be a challenge. This article explores how reflective practice can foster the conditions for knowledge transfer and links these outcomes with design expertise characteristics. A structured and critical approach to reflection was introduced alongside a graphic design project with the aim to foster the conditions for transfer to other projects. A case study strategy of inquiry was employed, drawing on a qualitative research approach, and framed by theories of reflective practice and cognitive psychology. The research demonstrates that graphic design students readily reach an ability to describe, analyse and make judgements from their design experience. However, the types of reflection that supports knowledge transfer from one design experience to another – generalisation and abstraction – are not as apparent. This outcome aligns with the behaviours associated with the expertise characteristics of a novice designer.  相似文献   

tetrad: A Set of Stata Commands for Confirmatory Tetrad Analysis     

Shawn Bauldry  Kenneth A. Bollen 《Structural equation modeling》2016,23(6):921-930

This article provides a brief overview of confirmatory tetrad analysis (CTA) and presents a new set of Stata commands for conducting CTA. The tetrad command allows researchers to use model-implied vanishing tetrads to test the overall fit of structural equation models (SEMs) and the relative fit of two SEMs that are tetrad-nested. An extension of the command, tetrad_matrix, allows researchers to conduct CTA using a sample covariance matrix as input rather than relying on raw data. Researchers can also use the tetrad_matrix command to input a polychoric correlation matrix and conduct CTA for SEMs involving dichotomous, ordinal, or censored outcomes. Another extension of the command, tetrad_bootstrap, provides a bootstrapped p value for the chi-square test statistic. With Stata’s recently developed commands for structural equation modeling, researchers can integrate CTA with data preparation, likelihood ratio tests for model fit, and the estimation of model parameters in a single statistical software package.  相似文献   

Survey development to assess parental satisfaction with adapted physical education teachers' abilities working with children with autism     

Luis Columna  Allison Cook  John T. Foley  JoEllen Bailey 《Physical Education & Sport Pedagogy》2014,19(5):481-493

Purpose: The purpose of this study was to systematically develop and validate an instrument to assess parental perceptions toward adapted physical education (APE) teachers, who work with children with autism.

Methods: Participants included two expert panels and parents of children and youth with autism. The survey used a Likert-scale design where parents rated their level of satisfaction regarding communication with, qualifications of, and rapport with the APE teachers.

Results: Based on α coefficients for each of the three subscales, it was concluded that the survey had high internal validity. Split-half reliability determined by the Spearman Brown Prophecy coefficient indicated high reliability.

Conclusion: Preliminary evidence demonstrated that the survey may be a useful tool in assessing parental perceptions of their child's APE teacher.  相似文献   

Writing fluency and quality in kindergarten and first grade: the role of attention,reading, transcription,and oral language     

Shawn Kent  Jeanne Wanzek  Yaacov Petscher  Stephanie Al Otaiba  Young-Suk Kim 《Reading and writing》2014,27(7):1163-1188

In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.  相似文献   

Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula     

Jerome Pine  Pamela Aschbacher  Ellen Roth  Melanie Jones  Cameron McPhee  Catherine Martin  Scott Phelps  Tara Kyle  Brian Foley 《科学教学研究杂志》2006,43(5):467-484

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献   

煤粉炉烟气中汞浓度测试和分布   总被引：4，自引：0，他引：4  

段钰锋 《东南大学学报》2005,21(1):53-57

参照美国标准实验方法(ASTM)中关于汞的OHM等速取样和化学分析法,结合汞的SCEM在线测量技术,利用一多功能流动实验室,对一满负荷运行的100 MW煤粉锅炉尾部烟气系统进行了单质汞、氧化态汞和颗粒态汞的现场测试和分析.得到了空气预热器、静电除尘器前后烟气中气态、固态和烟气中总汞的浓度及其分布.结果表明烟气中气态总汞的浓度随温度的降低发生着氧化态汞向颗粒汞的转化.在ESP之后的清洁烟气中,OHM和SCEM方法的测试结果吻合较好;在含颗粒浓度较高的烟气中,2种方法存在较大的偏差,原因在于OHM取样过滤器中形成一定厚度的飞灰.该飞灰颗粒对烟气中气态汞有吸附作用并形成颗粒汞.  相似文献   

Cooperative Learning and Visual Organisers: Effects on Solving Mole Problems in High School Chemistry     

Katherine Foley  Angela O'Donnell 《Asia Pacific Journal of Education》2002,22(1):38-50

Eighty‐seven high school students participated in the study in one of four conditions:

1. 1. Visual Organiser/Cooperative Learning

2. 2. Cooperative Learning only

3. 3. Visual Organiser only

4. 4. Teacher‐Directed

Students were taught how to use mole maps to assist them in solving single‐quantity and multiple‐quantity mole problems. A mole problem involves converting quantities of chemicals to moles, a unit of measurement used in Chemistry. Students took tests immediately after instruction and then took mid‐term examinations that included mole problems. Repeated measures analyses with post‐instruction test scores and the mid‐term scores for single and multiple‐quantity mole problems showed that student performance was significantly better immediately after instruction for both kinds of problems. Students who used visual organisers and cooperative learning outperformed students who experienced teacher‐directed instruction on single‐quantity mole problems and also on the immediate post‐instruction test of multiple‐quantity mole problems. Cooperative learning resulted in less decay in performance over time.  相似文献   

Lessons from the field: computer conferencing in higher education     

Margaret Foley McCabe 《Technology, Pedagogy and Education》2013,22(1):71-87

Abstract

This article explores the tensions between the potential of computer conferencing as represented by theoretical models and its actual uses in higher education. An overview of the literature highlights major themes that run throughout this body of research, including claims that the medium: 1. provides a democratic environment due to the equal access afforded to participants; 2. enhances active learning and collaboration; 3. shifts the role of the teacher from classroom leader to facilitator of learning; and 4. encourages more thoughtful participation due to the text-based, asynchronous nature of interaction. Against this backdrop, case studies of courses taught through The New School for Social Research's on-line programme provide empirical data that challenge many of these claims. A discussion of teaching practices related to student participation and perceptions of computer conferencing is also offered to serve practitioners and teacher education efforts.  相似文献   

Reference and Research Services in Special Libraries: Navigating the Evolving Riches of Information     

Constance Ard  Shawn Livingston 《图书馆管理杂志》2013,53(6):518-528

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Dissemination and Discovery of Diverse Data: Do Libraries Promote Their Unique Research Data Collections?     

Shawn W. Nicholson  Terrence B. Bennett 《International Information and Library Review》2013,45(2):85-93

ABSTRACT

Academic libraries acquire and steward numeric datasets as well as large collections of image files, audio archives, digital texts, and other non-numeric resources. This article considers how a sample of libraries in the United States, Canada, and the United Kingdom present these collections and make them available for discovery. And, importantly, the article examines whether these non-numeric collections are positioned on the library Website as research datasets, rather than as artifacts of limited local and/or historical interest. Findings from this analysis may help collection managers and Web designers as libraries define their role in connecting users to research data.  相似文献