Relationship between accuracy and complexity when learning underarm precision throwing     

Maria Stella Valle  Luciano Lombardo  Matteo Cioni 《European Journal of Sport Science》2018,18(9):1217-1225

Learning precision ball throwing was mostly studied to explore the early rapid improvement of accuracy, with poor attention on possible adaptive processes occurring later when the rate of improvement is reduced. Here, we tried to demonstrate that the strategy to select angle, speed and height at ball release can be managed during the learning periods following the performance stabilization. To this aim, we used a multivariate linear model with angle, speed and height as predictors of changes in accuracy. Participants performed underarm throws of a tennis ball to hit a target on the floor, 3.42 m away. Two training sessions (S1, S2) and one retention test were executed. Performance accuracy increased over the S1 and stabilized during the S2, with a rate of changes along the throwing axis slower than along the orthogonal axis. However, both the axes contributed to the performance changes over the learning and consolidation time. A stable relationship between the accuracy and the release parameters was observed only during S2, with a good fraction of the performance variance explained by the combination of speed and height. All the variations were maintained during the retention test. Overall, accuracy improvements and reduction in throwing complexity at the ball release followed separate timing over the course of learning and consolidation.  相似文献   

IRT Approaches to Modeling Scores on Mixed-Format Tests     

Won-Chan Lee  Stella Y. Kim  Jiwon Choi  Yujin Kang 《Journal of Educational Measurement》2020,57(2):230-254

This article considers psychometric properties of composite raw scores and transformed scale scores on mixed-format tests that consist of a mixture of multiple-choice and free-response items. Test scores on several mixed-format tests are evaluated with respect to conditional and overall standard errors of measurement, score reliability, and classification consistency and accuracy under three item response theory (IRT) frameworks: unidimensional IRT (UIRT), simple structure multidimensional IRT (SS-MIRT), and bifactor multidimensional IRT (BF-MIRT) models. Illustrative examples are presented using data from three mixed-format exams with various levels of format effects. In general, the two MIRT models produced similar results, while the UIRT model resulted in consistently lower estimates of reliability and classification consistency/accuracy indices compared to the MIRT models.  相似文献   

Hyperactive children: A rational approach to medication     

Stella Chess 《The Urban Review》1972,5(3):33-35

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Intercultural adjustment and friendship dialectics in international students: A qualitative study     

Jean Hotta  Stella Ting-Toomey 《Int J Intercult Relat》2013

Despite the accelerating increase of international students on American campus, there is still a lack of in-depth understanding of how these individuals make sense of their adjustment journey or how they construct meaning concerning their friendship development experience. Existing adjustment research tended to focus primarily on the motivational goals of adjustment or the type of friendship network patterns (e.g., host national network, co-national network, or multi-national network) but did not probe deeper into the narratives of international students’ identity-change adjustment processes or the quality of their friendship networks. Using identity negotiation theory as a guide, this study utilized an interpretive methodology to examine the adjustment narratives and friendship stories of 20 international students. The findings revealed three themes: a variety of intercultural adjustment patterns and with a predominant upward trend or M-shaped adjustment trend, the role of cultural expectancy and personal time sense in intercultural friendship development, and identity shock issues and friendship dialectics. The findings have implications for the study of intercultural adjustment process and friendship development pattern especially concerning the intercultural friendship dialectics of feeling visible versus invisible, communication openness versus closedness, and feeling like a guest versus feeling like an alien.  相似文献   

Tharp's Funnel: A Conceptual Framework for Teaching about Religious Pluralism in Potok's My Name is Asher Lev and Zakiyyah's If I Should Speak     

Tonya Huber-Warring  Stella R. Bergman 《Multicultural Perspectives》2013,15(4):48-53

If teachers are to transcend mono-cultural borders and advocate for social justice in liberatory, critical pedagogical practice, then they must understand the relational and causative ethnogenetic layers of experience for students in the global community. Specifically, accommodating religious pluralism is a challenge facing educators today. Immersing themselves and their students in the lives of others through literary narratives provides one immediate and accessible strategy for exploring ethnogenetic experiences and crossing monocultural borders.  相似文献   

Software Takes Command,by Lev Manovich     

Brock Craft 《Popular Communication》2014,12(3):194-197

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The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: positive beliefs and practical shortcomings     

Tami Craft Al-Hazza 《Teacher Development》2017,21(5):704-721

Abstract

This mixed-method study sought to examine the experiences of a group of 21 pre-service teachers in a collegiate literacy education class which required a semester-long exploration of the potential of tablets to enhance the reading skills of youngsters. The quantitative portions of the study identified the participants’ daily use habits of electronic devices as well as their views on what is known as the new literacies. In the qualitative portions of the study, interviews and journal entries of the pre-service teachers were gathered relative to their experiences in devising literacy learning experiences using tablets. While these prospective teachers were avid users of electronic devises and confident in their abilities to use technology, they found considerable difficulty in preparing literacy-enhancing instruction which used tablet devices, which clearly points to the need for attention in teacher training programs to the use of tablet technology infused throughout teacher education courses.  相似文献   

Exploring changes in student teachers’ meaning-oriented learning     

Stella Van der Wal-Maris  Douwe Beijaard  Gonny Schellings  Jeannette Geldens 《师资教育杂志》2019,45(2):155-168

This study reports on changes in student teachers’ meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly, form their opinions about it and draw their own conclusions. This study is situated in Dutch academic primary teacher education, covering student teachers’ entire study period. Quantitative data on changes in their learning patterns were collected using a pre-test/post-test design (N = 21). The student teachers’ perceptions of what enhanced meaning-oriented learning were explored by conducting semi-structured interviews after their graduation (N = 9). At the group level, changes were limited to an increasing use of deep processing strategies. At the individual level, changes varied from a moderate decrease to a high increase in meaning orientation. Increases appeared to be related particularly to student teachers’ perceptions of opportunities to learn from their own interests and to regulate their own learning; student teachers who reported having experienced such opportunities increased their meaning-oriented learning. The study indicates that student teachers could benefit from explicating and discussing these opportunities.  相似文献   

The reality and potential of correcting pupils' work in mathematics     

Stella Baruk 《Educational Studies in Mathematics》1987,18(3):273-303

Resumé Par un survol des pratiques et des effets de la correction des devoirs, on voit que l'on peut en attendre, dans l'état actuel des choses, au mieux une relative neutralité, mais, d'une manière générale, des effets plutôt négatifs. Aucune des propositions sur lesquelles s'appuie implicitement et explicitement l'entreprise de correction n'est vraie. Mais les analyses faites, au lieu d'avoir pour corollaire la constation de la non prise en compte des élèves dans leur logique de réponses et de questions, pourraient constituer un enseignement pour les professeurs, et donc pour les élèves.

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The reality and potential of correcting pupils' work in mathematics

Reflecting on teachers' practice in correcting pupils' work in mathematics, we find that at present we can expect at best a limited neutrality, but in general a more negative stance. None of the principles, implicit or explicit, on which the process of correction is based, is valid. But rather than simply drawing from the analysis the conclusion that the logic of pupils' answers and questions is ignored, the evidence might be far more instructive for the teachers themselves, and ultimately for their pupils.

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J'ai analysé un nombre considérable d'erreurs avec leurs corrections dans le courant de trois ouvrages cités en bibliographie ci-dessous. Dans le ler, on se réfère ici plus particulièrement au chapitre 5. Le dernier ouvrage, comme son sous-titre l'indique (et à propos de la note, pages 224 à 253), a plus particulièrement comme sujet la significatíon des erreurs, et la nécessité qu'il y a à s'en servir dans l'enseignement si on le veut efficace.  相似文献   

Phonological attainment and foreign language anxiety in distance language learning: a quantitative approach     

Daniel Bosmans  Stella Hurd 《Distance Education》2016,37(3):287-301

Learning a language through distance means is becoming increasingly widespread. The investigation reported in this paper was part of a large study (n = 590) carried out in 2011, which examined the experience of English-speaking students learning French pronunciation in a distance setting. This paper explores the hypothesis that there is a link between foreign language anxiety (FLA) and phonological attainment when learning in a distance setting. Quantitative methods included a questionnaire which explored FLA and learning pronunciation of English-speaking students learning French in a distance setting (n = 590). Pronunciation competence and FLA were measured using two instruments: an adapted version of the Foreign Language Classroom Anxiety Scale, which was part of the questionnaire, and a phonological attainment rating table, assessed through a reading activity. A significant correlation was found between good pronunciation skills and low levels of FLA.  相似文献