Peer-Based Supplemental Instruction in STEM: Differences in Effectiveness Across Transfer and Nontransfer Undergraduates     

Rabi A. Musah  Michael Ford 《Journal of research on educational effectiveness》2017,10(3):596-618

Although there is a large body of research on the effectiveness of supplemental instruction for college undergraduates, very little of it has focused on transfer students, who often confront additional sources of stress and historically perform more poorly than their native student counterparts. In this study, we investigated the effectiveness of a peer-based supplemental instructional program in general and organic chemistry at a large state university over a six-year period, while considering differences across transfer and nontransfer students. The results suggest that the supplemental instruction improved outcomes overall but that nontransfer students benefit to a greater degree than transfer students, in the form of higher grades and pass rates, from attending supplemental instruction. The results suggest that peer-based supplemental instruction is a useful method to improve undergraduate student performance in chemistry, but more research is needed on ways to enhance the effectiveness of interventions in improving the performance of transfer undergraduate students in STEM fields.  相似文献   

The long-term athlete development model: physiological evidence and application   总被引：2，自引：2，他引：0  

Ford P  De Ste Croix M  Lloyd R  Meyers R  Moosavi M  Oliver J  Till K  Williams C 《Journal of sports sciences》2011,29(4):389-402

Within the UK, the "Long Term Athlete Development" (LTAD) model has been proposed by a variety of national governing bodies to offer a first step to considering the approach to talent development. The model, which is primarily a physiological perspective, presents an advancement of understanding of developing athletic potential alongside biological growth. It focuses on training to optimize performance longitudinally, and considers sensitive developmental periods known as "windows of opportunity". However, it appears that there are a number of problems with this theoretical model that are not necessarily transparent to coaches. Principally, the model is only one-dimensional, there is a lack of empirical evidence upon which the model is based, and interpretations of the model are restricted because the data on which it is based rely on questionable assumptions and erroneous methodologies. Fundamentally, this is a generic model rather than an individualized plan for athletes. It is crucial that the LTAD model is seen as a "work in progress" and the challenge, particularly for paediatric exercise scientists, is to question, test, and revise the model. It is unlikely that this can be accomplished using classical experimental research methodology but this should not deter practitioners from acquiring valid and reliable evidence.  相似文献   

Communication Practices of Professional Service Providers: Predicting Customer Satisfaction and Loyalty     

Wendy S. Zabava Ford 《Journal of Applied Communication Research》2003,31(3):189-211

This study examined customers' perceptions of personalized service communication performance in relation to their expectations as predictors of their satisfaction and loyalty intentions in four professional service contexts. Survey data were obtained from 253 customers regarding their expectations and experiences with physicians, dentists, auto mechanics, or hairdressers. Multisample covariance structure analysis procedures were performed to assess the level of support for alternative theoretical models across all four professional contexts. Results provided support for one model, specifying that customers' perceptions of communication performance accounted for significant variation in customer satisfaction, which, in turn, predicted customers' loyal behavioral intentions. Customers' expectations did not play an influential role in predicting customer satisfaction and loyalty, as proposed in an alternative model  相似文献   

Test-tube baby pioneer quits     

Ford J 《New scientist (1971)》1984,102(1412):5

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The living principle     

Boris Ford 《Higher Education Quarterly》1975,30(1):1-1

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The emancipation of teacher training? Changing relations between universities and colleges of education     

Boris Ford 《Higher Education Quarterly》1974,29(1):7-43

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Predictive versus perceptual responses to Piaget's water-line task and their relation to distance conservation     

L H Ford 《Child development》1970,41(1):193-204

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Gulbenkian Discussions     

Boris Ford 《Higher Education Quarterly》1966,20(2):127-127

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From Manchester to Brighton: Conversations on higher education     

Boris Ford 《Higher Education Quarterly》1966,20(2):209-225

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Constructivist Early Childhood Teachers Through Project Construct     

Sharon Ford Schattgen 《Journal of Early Childhood Teacher Education》2013,34(2):34-42

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