Response to Logie and Della Sala: Brain training in schools,where is the evidence?     

David J. Miller  Derek P. Robertson 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):E101-E102

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Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment     

Derek C. Briggs  Maria Araceli Ruiz‐Primo  Erin Furtak  Lorrie Shepard  Yue Yin 《Educational Measurement》2012,31(4):13-17

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.  相似文献   

Implicit overcompensation: the influence of negative self-instructions on performance of a self-paced motor task   总被引：1，自引：0，他引：1  

de la Peña D  Murray NP  Janelle CM 《Journal of sports sciences》2008,26(12):1323-1331

According to Wegner's (1994) theory of ironic processes of mental control, self-instructions not to perform in a certain way, together with mental loads, can induce thoughts, emotions, and behaviours that are precisely the opposite of intention. Wegner's theory was tested against the implicit overcompensation hypothesis, which states that movement direction and magnitude are implicitly dictated by self-instruction, irrespective of load, promoting overcompensation of action. Two experiments were conducted using a golf-putting task. In Experiment 1, 48 participants were randomly assigned to one of four load conditions: cognitive, visual, auditory, and self-presentation/incentive. In the experimental trials, participants were instructed to make the putt, but it was emphasized that the putt should not be left short of the target. Following the instructional strategy, putts landed significantly longer than at baseline, irrespective of load. In Experiment 2, 36 participants were divided into one of three groups, without load, in which different instructional sets (control, not putting long, and not putting short) were emphasized. A significant interaction emerged, as participants putted significantly longer or shorter than controls depending on the instructional set given. Overall, our findings support the implicit overcompensation hypothesis. Theoretical and practical considerations are discussed.  相似文献   

Forty Years of Struggle and Still no Right to Inuit Education in Nunavut     

Derek Rasmussen 《Interchange》2011,42(2):137-155

In this article issues related to policy and education in the Canadian Arctic are critically put to question. The focus is on the struggle for Inuit education, language issues, and supporting minority rights, with pragmatic solutions proposed to the problems confronting Nunavut.  相似文献   

The Relationship between Traditional Mass Media and “Social Media”: Reality Television as a Model for Social Network Site Behavior     

Michael A. Stefanone Ph.D.  Derek Lackaff Ph.D.  Devan Rosen Ph.D. 《广播与电子媒介杂志》2013,57(3):508-525

Social cognitive theory suggests a likely relationship between behavior modeled on increasingly popular reality television (RTV) and user behavior modeled on social networking sites (SNSs). This study surveyed young adults (N = 456) to determine the extent to which RTV consumption explained a range of user behavior in the context of social network sites. Results show a consistent relationship between RTV consumption and the length of time spent on these sites, the size of users' networks, the proportion of friends not actually met face to face, and photo sharing frequency while controlling for age and gender.  相似文献   

Deciding How Much to Share in Class: A Study of the Experiences of Students of Color Enrolled in Multicultural Counseling Courses     

Derek X. Seward  Douglas A. Guiffrida 《International journal for the advancement of counseling》2012,34(4):286-296

This qualitative study investigated the experiences of Students of Color in multicultural counseling courses in relation to classroom participation. Results suggest several complex tensions that Students of Color experience when deciding whether and how much to participate in class. Implications for multicultural training are provided.  相似文献   

Reward and recognition for university teaching in STEM subjects     

Sarah Gretton  Derek Raine 《Journal of Further & Higher Education》2017,41(3):301-313

In recent years, universities have appointed an increasing number of ‘teaching-only’ or ‘teaching-dominant’ staff. While the balance of reward and recognition between teaching and research has been extensively considered for staff engaged in both, this is the first attempt to look at the situation of staff appointed on teaching–only contracts. Our survey reveals an enthusiastic workforce, which nevertheless feels undervalued by the system. This is an important issue for the development of higher education.  相似文献   

International Student Support Groups: Learning from Experienced Group Members and Leaders     

Nate Page  Derek Griner  Timothy B. Smith  Aaron P. Jackson  Klint Hobbs 《Journal of College Student Psychotherapy》2019,33(3):180-198

A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.  相似文献   

A microfluidic platform for measuring electrical activity across cells     

Cédric Bathany  Derek L. Beahm  Steve Besch  Frederick Sachs  Susan Z. Hua 《Biomicrofluidics》2012,6(3)

In this paper, we present a microfluidic chip that is capable of measuring electrical conductance through gap junction channels in a 2-dimensional cell sheet. The chip utilizes a tri-stream laminar flow to create a non-conductive sucrose gap between the two conducting solutions so that electrical current can pass across the sucrose gap only through the cells. Using the chip, we tested the effect of a gap junction inhibitor, 2-APB, on the electrical coupling of connexin 43 (Cx43) gap junction channels in NRK-49F cells. We found that 2-APB reversibly blocks the conductivity in a dose-dependent manner. The tri-stream chip further allows us to simultaneously follow the conductance changes and dye diffusion in real time. We show that 2-APB affects both conductance and diffusion, supporting the interpretation that both sets of data reflect the same gap junction activity. The chip provides a generic platform to investigate gap junction properties and to screen drugs that may inhibit or potentiate gap junction transmission.  相似文献   

Crossing Ulster's Other Great Divide     

Sir  Derek Birley  Vice-Chancellor 《Higher Education Quarterly》1991,45(2):125-144

Following the report of the Lock-wood Committee (196S), the Northern Ireland government greatly expanded its higher education provision by creating two new institutions, the New University of Ulster, modelled on the English 'whitebrick' foundations of the period, and a direct grant institution for advanced further education, Ulster College. The first part of the article describes the reaction of the century-old Queen's University, Belfast and the new creations to the challenges of the Seventies, including the Ulster 'troubles', and to changing student demands and community needs.
NUU soon began to experience difficulties in recruiting students, both in quality and quantity, whereas UC, which became a polytechnic in 1975, succeeded beyond expectations. In 1982, after a review by the Chilver Committee but against its recommendation, the Westminster government decided, as an alternative to closing NUU, to merge it with the polytechnic to form the University of Ulster. The article discusses the merger, and the alternatives to it, seeking to distinguish between that which was accidental to the Ulster situation and that which might have more general application. It considers the problems of co-ordination, before and after the merger, including that of 'complementarity' between QUB and the University of Ulster. Finally it outlines the objectives of UU and the considerable progress made towards achieving them but sounds a cautionary note with regard to the social context in which it operates.  相似文献