Group interactions in science practical work     

Clare Christensen  DR. Cam McRobbie 《Research in Science Education》1994,24(1):51-59

This study explored the interactions of a highly motivated group of students doing traditional practical work in science. Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive strategies. Specializations: science practical work, collaborative group work, role of language. Specializations: science teacher education, conceptual change, learning environments, science reasoning.  相似文献   

Not Known,Because Not Looked For? A Response to “Learning Disabilities: A Reply”     

Michael M. Gerber  Carol Christensen 《Educational theory》1987,37(3):339-341

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Correlates of Bystander Readiness to Help Among a Diverse College Student Population: An Intersectional Perspective     

Christensen  M. Candace  Harris  Richard J. 《Research in higher education》2019,60(8):1195-1226

This study seeks to understand which socio-demographic variables explain bystander readiness to help (BRH) among a diverse (via race/ethnicity) sample of college students. This study uses an intersectional approach by investigating how gender intersects with variables, specific to a college student population (e.g., class level, college of major, sexual harassment on campus), to influence readiness to help. The results are from a survey about campus climate experiences, which includes a stratified random sample of college students from a large Southwestern university in the United States, with 964 respondents. We conducted bivariate crosstabulations, comparisons of means, and multiple regressions. The multiple regression analyses illustrate that for women, the single most robust relationship with BRH is experiences with sexual harassment. For men, the strongest correlate is being a student within the college of liberal and fine arts. The practical and research implications of these findings are discussed.

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Environmental‐Scale Map Use in Middle Childhood: Links to Spatial Skills,Strategies, and Gender     

Lynn S. Liben  Lauren J. Myers  Adam E. Christensen  Corinne A. Bower 《Child development》2013,84(6):2047-2063

Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.  相似文献   

Effectiveness of computerized drill and practice games in teaching basic math facts     

Carol A. Christensen  Michael M. Gerber 《Exceptionality》2013,21(3):149-165

Abstract

This study investigates the effects on learning‐disabled students of embedding a drill and practice task within an arcade game‐like context. We identified 30 learning‐disabled and 30 nondisabled students who had conceptual understanding of addition but had not achieved automaticity in addition facts. We trained students on either a drill‐and‐practice game or an unadorned, straightforward drill (i.e., “plain vanilla") program. We assessed automaticity in three modes of responding—oral, computer keyboard, and written response. There was a significant interaction effect indicating that the learning‐disabled students were relatively disadvantaged by repeated practice in the game format. We infer learning‐disabled students' lower performance is attributed to attentional difficulties, particularly selective attention problems, when potentially distracting elements of a game environment are present.  相似文献   

The formalization of the university: rules, roots, and routes   总被引：1，自引：0，他引：1  

Francisco O. Ramirez  Tom Christensen 《Higher Education》2013,65(6):695-708

This article examines changes in the formal organization of two universities and two schools within these universities, the University of Oslo and Stanford University. We focus on role differentiation, rule formation, and resource seeking structures and describe organizational developments along these dimensions. We find that both these universities travel similar routes involving greater role differentiation, rule formation, and resource seeking activities. Both universities more explicitly function as organizational actors influenced by a global environment that favors the more socially embedded and the more managed university. However, we also find persistent differences in how these universities respond to the global environment, differences that reflect the different historical roots of different universities. A tradition of professorial self-governance at the University of Oslo, for example, fosters greater resistance to the managed university ideal. The latter emerges earlier and develops to a greater degree at Stanford University. We conclude that university routes are influenced both by common (now globalized) rules of the game and by their different organizational roots. We use ideas from the neo-institutional and path dependency perspectives to make sense of both growing commonalities and persistent differences.  相似文献   

Activity profile and physical demands of football referees and assistant referees in international games     

Peter Krustrup  Werner Helsen  Morten B. Randers  Jesper F. Christensen  Christopher MacDonald  Antonio Natal Rebelo 《Journal of sports sciences》2013,31(11):1167-1176

Abstract

Time-motion analyses and physiological measurements were performed to investigate the physiological demands of football referees (n = 15) and assistant referees (n = 15) in international games and to examine whether high-intensity running (HIR) correlates to the referees' ability to keep up with play. Total distance covered (10.27 ± 0.90 vs. 6.76 ± 0.83 km) and HIR (1.92 ± 0.58 vs. 0.97 ± 0.22 km) was higher (P < 0.05) for referees than assistant referees, while sprinting distance was not different. Referees covered 0.89 ± 0.37 km by backwards running and assistant referees covered 1.54 ± 0.66 km by sideways running. Mean heart rate was higher (P < 0.05) for referees than assistant referees (150 ± 3 vs. 123 ± 3 b.p.m.), whereas blood lactate was not different. Backwards/sideways running decreased (P < 0.05) from the first to the last 15-min period for referees (49%) and assistant referees (42%), whereas HIR was unaltered. HIR was inversely correlated with the five highest distances from infringements in both halves (r = ?0.60 and ?0.58, P < 0.05). In conclusion, international match officials carry out an important amount of HIR throughout games, while low-intensity and unorthodox running activities are reduced during games. Referees performing the most high-intensity work are better to keep up with play. The match activities differ significantly between referees and assistant referees, which should be considered in training and testing procedures.  相似文献   

An Exploratory Analysis of the Attitudinal Impact of Awarding Athletic Scholarships to Women     

Sharon A. Mathes  Shirley J. Wood  Charlene E. Christensen  James E. Christensen 《Research quarterly for exercise and sport》2013,84(3):422-428

The impact on women athletes of receiving or not receiving scholarships was investigated in this study. The subjects were 61 women participating in 10 intercollegiate sports. Attitudes were assessed by administering a questionnaire prior to, and after, scholarships had been awarded. The questionnaire items were grouped into three subsets which reflected different attitudes about the “impact” of awarding athletic scholarships. A 4 × 2 × 2 repeated measures design was used to test for significant statistical interaction between the three independent variables: (a) wanting a scholarship, (b) receiving a scholarship, and (c) reacting to the awarding of scholarships.  相似文献   

Evaluating leadership development in an academic program     

Brett Christensen  Erica Cormack  Barb Spice 《Performance Improvement》2011,50(1):9-16

An evaluation of the Royal Military College of Canada's Aboriginal Leadership Opportunity Year leadership practicum was conducted in 2009. This novel approach used several human performance technology (HPT) models to frame the evaluation and identify the dimensions and subdimensions of merit. This article explains the theoretical framework of the evaluation, how and why different HPT models complemented the evaluation process, the challenges faced in executing the evaluation, and the teams' findings on using this approach.  相似文献   

Experiments in teacher education at Roskilde     

Dan Ch. Christensen 《Higher Education Quarterly》1974,29(1):44-59

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