Behavioral variability as a function of response topography and reinforcement contingency     

Laura Morgan  Allen Neuringer 《Learning & behavior》1990,18(3):257-263

Long-Evans rats were reinforced for generating variable sequences of responses on two operanda. The current sequence of four left and right responses was required to differ from each of the previous five sequences. Variability under thisvary schedule was compared with that under ayoke control schedule where reinforcement was independent of the sequences. Three different response topographies were compared: two levers were pressed in one case, two keys pushed in another, and two wires pulled in a third. Both reinforcement contingency (vary vs. yoke) and response topography (leverpress, key push, and wire pull) significantly influenced sequence variability. As is the case for operant dimensions, behavioral variability is jointly controlled by reinforcement contingency and response topography.  相似文献   

Stability and change in attachment security across adolescence   总被引：1，自引：0，他引：1  

Allen JP  McElhaney KB  Kuperminc GP  Jodl KM 《Child development》2004,75(6):1792-1805

This study examined both continuity and familial, intrapsychic, and environmental predictors of change in adolescent attachment security across a 2-year period from middle to late adolescence. Assessments included the Adult Attachment Interview, observed mother-adolescent interactions, test-based data, and adolescent self-reports obtained from an ethnically and socioeconomically diverse sample of moderately at-risk adolescents interviewed at ages 16 and 18. Substantial stability in security was identified. Beyond this stability, however, relative declines in attachment security were predicted by adolescents' enmeshed, overpersonalizing behavior with their mothers; depressive symptoms; and poverty status. Results suggest that although security may trend upward for nonstressed adolescents, stressors that overwhelm the capacity for affect regulation and that are not easily assuaged by parents predict relative declines in security over time.  相似文献   

The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?     

Sherri L. Wallace  Angela K. Lewis  Marcus D. Allen 《College Teaching》2019,67(1):1-14

The purpose of this exploratory analysis is to review the state of the literature on student evaluations (SEs) of teaching and examine to what extent an instructor's race/ethnicity influences student's qualitative comments. Also, does the intersection of race and gender influence student's qualitative comments on SEs? Utilizing an online survey distributed among various organizational listserv in the discipline of Political Science, this study highlights written comments received on SEs by faculty generally. Additionally, we hope to contribute findings that support how negative comments may affect faculty of color and women.  相似文献   

Internship experience: Engaging in the big discourse     

Stephanie Allen  Clif Mims  Stephanie Roberts  Beaumie Kim  Jeeheon Ryu 《TechTrends》2004,48(1):44-48

Conclusion The AECT internship provided each of us with experiences appropriate to our individual interests and expertise. Our all-access pass did help introduce us to the many larger discussions taking place across the organization. We were able to connect with other graduate students and to develop new ties with some of the pillars of the field. We can attest to the fact that AECT actively seeks new ideas, energy and leadership that can strengthen the organization. Our final thought for you is that AECT wants you to be involved. We discovered that the doors are wide open, and we know that you do not need an intern’s medallion to step through those doors. We hope these stories encourage you to step through the doors and find your place within AECT. An erratum to this article is available at .  相似文献   

Captions, consistency, creativity, and the consensual assessment technique: New evidence of reliability     

James C. Kaufman  Joohyun Lee  John Baer  Soonmook Lee 《Thinking Skills and Creativity》2007,2(2):96-106

The consensual assessment technique (CAT) is a measurement tool for creativity research in which appropriate experts evaluate creative products [Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview]. However, the CAT is hampered by the time-consuming nature of the products (asking participants to write stories or draw pictures) and the ratings (getting appropriate experts). This study examined the reliability of ratings of sentence captions. Specifically, four raters evaluated 12 captions written by 81 undergraduates. The purpose of the study was to see whether the CAT could provide reliable ratings of captions across raters and across multiple captions and, if so, how many such captions would be required to generate reliable scores, and how many judges would be needed? Using generalizability theory, we found that captions appear to be a useful way of measuring creativity with a reasonable level of reliability in the frame of CAT.  相似文献   

Visual narrative: a technique to enhance secondary students' contribution to the development of inclusive, socially just school environments – lessons from a box of crayons     

Suzanne Carrington  Kate Allen  Daniel Osmolowski 《Journal of Research in Special Educational Needs》2007,7(1):8-15

This paper reports on a project that involved Australian secondary school students working as participatory researchers in collaboration with a researcher and two teachers. Research methodology using visual narrative techniques provided the students with a conceptual lens to view their school community. The examples of visual narrative shared in this presentation depict problems, contradictions of exclusion and celebrations of inclusion in the lived world of the students. Photographs combined with narratives represent students' views of their social, cultural and political environment. This project illustrates how the insights of students can help break down assumptions, values and meanings that block progress to achieving more socially just schools.  相似文献   

Historical argument writing: the role of interpretive work,argument type,and classroom instruction     

Monte-Sano  Chauncey  Allen  Amina 《Reading and writing》2019,32(6):1383-1410

Reading and Writing - This study examines whether and how five novice history teachers incorporated writing into their instruction. We analyzed observations, student writing, teacher feedback and...  相似文献   

Adaptive Teaching in STEM: Characteristics for Effectiveness     

Melony Allen  Angela W. Webb  Catherine E. Matthews 《理论付诸实践》2016,55(3):217-224

This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate challenges are well positioned to engage in the process of adaptive teaching. This article acknowledges the valuable knowledge, skills, and dispositions that novice teachers bring with them as they enter the workforce. To illustrate the process of adaptive teaching in STEM, we use an in-depth case study of a novice teacher. Our conclusion offers a discussion of how teacher educators and those who provide professional development services during induction can best support teachers in their development of becoming adaptive, and therefore, effective.  相似文献   

Organisational climate and strategic change in higher education: Organisational insecurity   总被引：3，自引：0，他引：3  

D.K. Allen 《Higher Education》2003,46(1):61-92

This research introduces the concept oforganisational climate and contributes to anunderstanding of the recursive relationshipbetween organisational climate and strategicchange initiatives. In the 1990s there wasrecognition that higher education worldwide wasmoving through a period of rapid change.Alterations in the external environment wereput forward as rationales for universities toreconsider the way they organised from theirtraditional governance and managementstructures through to the way in which theyperformed their primary activities of research,teaching and learning. A common approach tothis adaptation or change has been through anincreased emphasis upon strategic planning.This was accompanied by discourses rooted intechnological determinism and the unquestioningbelief in the rightness of a particular brandof corporate management. This research focusedon one such approach to strategic change: thedevelopment of information strategies in 12 UKHigher Education Institutions. Using a groundedapproach to theory generation, it highlightsthe influence of different styles of managementon organisational climate. The paper discussesthe antecedents and influence of one of thedimensions of organisational climateidentified: insecurity/security. Itestablishes that that climates of insecurity(or security) can exist within an HEI and canbe shared on an organisational level, or can berooted in sub-cultures. Six issues wereidentified which affected the climate ofinsecurity or security within the differentHEIs. These issues related to perceptions ofchange management and its frequency,predictability, openness, degree ofparticipation, discontinuous or incrementalnature of change, and whether or not decisionsare implemented by use of persuasive power orcoercive power. The paper goes on to discussthe multi-dimensional nature of insecurity. Itnotes that `managerial' approaches are morelikely to create highly insecure environmentswhich reinforce a vicious circle: staff beingde-motivated, cautious, less willing to takerisks or exercise discretion and are morelikely to resist change. In contrast, inenvironments where a more `collegial' approachhad been used, a virtuous cycle was created,whereby there was a willingness to be open andshare information, there was a greater degreeof cognitive conflict, and more positiveinterpersonal relationships. These factorshelped create consensus, the widespreadunderstanding of decisions (acceptance of theirlegitimacy) and commitment to both thestrategic decisions and the university. Thepaper concludes by arguing that a moresophisticated approach to strategic planningand change should be utilised reflecting theneed to view the HEI as a symbioticcommunity.  相似文献   

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty     

Fred Piercy  Valerie Giddings  Katherine Allen  Benjamin Dixon  Peggy Meszaros  Karen Joest 《Innovative Higher Education》2005,30(1):53-66

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy  相似文献