Schooling for technological change — Two nations once again     

Brendan P. Ryan 《Interchange》1989,20(3):17-34

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Facilitating a student-educator conceptual model of dispositions towards critical thinking through interactive management     

Christopher P. Dwyer  Michael J. Hogan  Owen M. Harney  Caroline Kavanagh 《Educational technology research and development : ETR & D》2017,65(1):47-73

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Enhancing relevance: Embedded ARCS strategies vs. Purpose     

Tammy Babe Means Ph.D.  David H. Jonassen  Francis M. Dwyer 《Educational technology research and development : ETR & D》1997,45(1):5-17

The hypothesis of this study assumes that the cognitive effects of motivation result primarily from the relevance of what is being learned, that is, whether the ideas being studied are meaningful and whether they fulfill the goals of the learner. This study compared the effects of intrinsic relevance (material fulfilling a purpose or need of the learner) with embedded, extrinsic relevance-enhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) Model of Instruction on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic and extrinsic strategies enhanced the motivation of the college learners and their performance on identification, terminology, and comprehension questions following instruction. Embedded relevance-enhancing strategies resulted in greater motivation and performance gains than did intrinsic relevance. She is currently teaching reading and writing strategies to elementary school children. His publications include the recently completedHandbook of Research for Educational Communications and Technology, reviewed in this issue. Francis M. Dwyer is Professor of Instructional Systems at the Pennsylvania State University, where he has been a leading researcher in the role of visuals in instruction. He is a past-president of AECT.  相似文献   

Teachers’ Perceptions of Professional Incompetence and Barriers to the Dismissal Process     

Brendan P. Menuey 《Journal of Personnel Evaluation in Education》2005,18(4):309-325

The problem of teacher incompetence is a serious one, affecting large numbers of American public school students. There is a significant discrepancy between estimated rates of incompetent teachers and the number of teachers actually dismissed on grounds of incompetence. This study sought to uncover the perceptions of teachers regarding a definition of professional incompetence, strategies used with incompetent teachers, and barriers to the dismissal process, through the use of a survey with more than 200 elementary school teachers in Virginia and follow-up interviews with seven of these participants. The researcher found that teachers rated classroom behaviors to be the most important factors towards a definition of professional incompetence. The teachers involved also rated the commonness of strategies used with incompetent teachers, placing dismissal among the least common actions taken by administrators, and revealed that they believed union protection, legal and other expenses, and difficulty providing documentation prevented administrators from dismissing incompetent teachers.  相似文献   

Assessment and Classroom Learning: theory and practice     

Carol Anne Dwyer 《Assessment in Education: Principles, Policy & Practice》1998,5(1):131-137

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Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing     

Guolin Lai  Brendan Calandra 《Educational technology research and development : ETR & D》2010,58(4):421-437

This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers’ reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants’ reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants’ reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.  相似文献   

An intensification approach to double-block algebra: A pilot implementation of Intensified Algebra in a large urban school district     

Simon T. Tidd  Timothy M. Stoelinga  Angela M. Bush-Richards  Donna L. De Sena  Theodore J. Dwyer 《The Journal of educational research》2018,111(1):95-107

Double-block instruction has become a popular strategy for supporting struggling mathematics students in algebra I. Despite its widespread adoption, little consistent evidence supports the attributes of a successful double-block design or the effectiveness of this instructional strategy. In this study, the authors examine a pilot implementation of a double-block strategy—instantiated in the program Intensified Algebra—that combines core algebra content with insights from research on how students learn mathematics and explicit noncognitive supports focused on key attitudes, beliefs, and behaviors essential to student success. The results of the study show that, when implemented with fidelity, participation in the program significantly increased student achievement on the state end-of-course algebra I assessment.  相似文献   

Integrating structural tensions into technological innovation systems analysis: Application to the case of transmission interconnections and renewable electricity in Nova Scotia,Canada     

Brendan Haley 《Research Policy》2018,47(6):1147-1160

This paper augments the technological innovation systems (TIS) framework to provide policy guidance on how to manage interactions between a core technology and its larger sectoral context. A TIS development cycle is presented that combines the TIS framework’s ability to clearly illuminate policy gaps with Erik Dahmén’s idea that technological diffusion creates structural tensions that introduce transformation pressure. This pressure can result in stagnation and unrealized development potential or spur sectoral complementarities and the evolution of a TIS into a larger “development block” of interlinked technological systems. Integrating structural tensions into TIS analysis highlights how the evolution of a focal technology induces technological complementarities and creates a need to continuously re-design policies. This underscores the continued benefit of a technology system perspective, even as a technology matures.The revised TIS framework is applied to a case study of the Canadian province of Nova Scotia that explores how variable renewable electricity diffusion introduces structural tensions with existing electricity grids, requiring the use of complementary technologies that add storage and flexibility. Nova Scotia aggressively developed wind energy and built a high-voltage direct-current transmission line to import hydroelectricity that could back-up variable renewable energy sources like wind.  相似文献   

Social validation: a motivational theory of doping in an online bodybuilding community     

Brendan Hutchinson  Stephen Moston  Terry Engelberg 《Sport in Society》2018,21(2):260-282

Abstract

Doping research has predominantly been framed through an ethical lens, implicitly restricted to the realms of elite sport. Despite increasing anecdotal evidence of growing prevalence rates amongst recreational athletes, such as bodybuilders, these populations have largely been neglected within psychological research. This study aims to develop a theoretical framework relevant to these athletes. Data were collected over a five-month period from an online community forum dedicated to recreational bodybuilders. Purposive sampling was used to gather 118 webpages of doping-related discussion, which were qualitatively analysed using grounded theory applying Strauss’s coding paradigm. Inductive categories were integrated into a motivational framework that related recreational doping to social validation. Categories included the online community’s rite of passage, normative-inferences that facilitated doping, and deterrence factors related to fear of perceived health risks. Findings demonstrate that, for recreational bodybuilders, psychosocial processes are significantly related to doping motives, and that health factors are primary doping deterrents.  相似文献   

Validity and reliability of kick count and rate in freestyle using inertial sensor technology     

Sacha K. Fulton  David B. Pyne  Brendan Burkett 《Journal of sports sciences》2013,31(10):1051-1058

Abstract

In freestyle swimming the arm action is routinely quantified by stroke count and rate, yet no method is currently available for quantifying kick. In this study, we assessed the validity and reliability of inertial sensor technology (gyroscope) to assess kick count and rate. Twelve Paralympic swimmers completed a 100-m freestyle-swimming time-trial and freestyle kicking-only time-trial three times each in a season. An algorithm was developed to detect the up and down beat of individual kicks from the gyroscope trace. For comparative purposes, underwater video analysis provided the criterion measure. The standard error of the estimate (validity) for kick count, expressed as a coefficient of variation, was 5.9% (90% confidence interval 5.5 to 6.4) for swimming, and 0.6% (0.5 to 0.6) for kicking-only trials. The mean bias for kick count was ?1.7% (?2.4 to ?1.1) for swimming, and ?0.1% (?0.2 to ?0.1) for kicking-only trials. Correlations between the sensor and video for kick count were 0.96 (0.95 to 0.97) for swimming, and 1.00 (1.00 to 1.00) for kicking-only trials. The typical error of the measurement (reliability) between trials was approximately 4% for kick count and rate. The inertial sensors and associated software used generated sufficient validity and reliability estimates to quantify moderate to large changes in kick count and rate in freestyle swimming.  相似文献