Characteristics of the College Geometry Course for Preservice Secondary Teachers     

Barbara W. Grover  Jeffery Connor 《Journal of Mathematics Teacher Education》2000,3(1):47-67

Based on 30 syllabi and 108 questionnaire responsesfrom randomly selected U.S. colleges and universities,college geometry courses were analyzed with respect tocontent, pedagogy, and assessment. About 40% of thecourses start with elementary axioms and emphasizeEuclidean geometry or a mix of Euclidean andnon-Euclidean geometry; 23% employ a survey approach;and 20% employ an analytic or projective geometryapproach. In about 63% of the courses, the instructorlectures most or all of the time; in 36% of thecourses a substantial amount of class time is devotedto group work; and about 27% of the courses reflectnearly all the characteristics of good mathematicsteaching as defined by the NCTM Professional TeachingStandards. In most courses, in-class examinations,homework, and a final examination are the primaryevaluation tools; in about half of the courses atleast one alternative assessment contributes to thefinal grade. Common characteristics are evident butwide diversity exists also. A typical geometry coursedid not emerge from the data.  相似文献   

The incidence and utility of the ACID,ACIDS, and SCAD profiles in a referred population     

Sandra B. Ward  Thomas J. Ward  Clifford V. Hatt  Debra L. Young  Nancy R. Mollner 《Psychology in the schools》1995,32(4):267-276

THE ACID, ACIDS, and SCAD profiles are examples of subtest patterns from the WISC-III that have been proposed as potentially helpful in differential diagnosis of exceptionalities. This study investigated the prevalence and utility of these profiles in a large referred population. Although the incidence rates of the ACID and ACIDS profiles in some groups were greater than rates reported for the standardization sample, incidence levels were found to be low in all clinical groups studied. The SCAD profile evidenced generally higher incidence rates but none greater than the rates reported for the standardization sample. The findings support the use of conditional probabilities and incremental gains based on the actual incidence from a referred population to assist in differential diagnosis; however, none of the profiles are recommended as a criterion for determining exceptionality.  相似文献   

The Relation of Affect to Attention and Learning in Infancy     

Susan A. Rose  Lorelle R. Futterweit  & Jeffery J. Jankowski 《Child development》1999,70(3):549-559

The relation of positive affect to attention and learning was examined in 5-, 7-, and 9-month-olds (N = 84). Affect and attention were assessed while the infants inspected a photograph. Affect was rated globally, for overall mood, and specifically, for amount of time smiling. Attention was indexed by the duration of the infant's longest (or peak) look, a measure previously linked to differential cognitive performance. At all ages, positive affect (shown by approximately half the infants) was associated with long look durations and slower learning, as assessed on a task in which infants learned to distinguish a familiar face from a series of novel faces. By contrast, neutral affect was associated with short looks and faster learning. Affect and look duration had synergistic effects, in that learning was faster than expected for infants who displayed both short looks and neutral affect. These findings are compatible with adult research that links positive affect to less analytical processing, and provide the first evidence that affect may be associated with the speed of processing differences implicated in short and long looking.  相似文献   

General Communication     

James A. Anderson  Roger D. Wimmer  Joseph R. Dominick  Jean Ward  Kathleen Hansen  Michael Rogers Rubin 《Communication Booknotes Quarterly》2013,44(11-12):127-129

COMMUNICATION RESEARCH: ISSUES AND METHODS by James A. Anderson (New York: McGraw-Hill, 1987--price not given)

MASS MEDIA RESEARCH: AN INTRODUCTION by Roger D. Wimmer and Joseph R. Dominick (Belmont, CA: Wadsworth, 1987---price not given)

SEARCH STRATEGIES IN MASS COMMUNICATION by Jean Ward and Kathleen Hansen (New York: Longman, 1986---$34.95/15.95)

THE KNOWLEDGE INDUSTRY IN THE UNITED STATES: 1960-1980 by Michael Rogers Rubin and Mary Taylor Huber (Princeton, NJ: Princeton University Press, 1986---$40.00)

KNOWLEDGE GENERATION, EXCHANGE, AND UTILIZATION edited by George M. Beal, et al. (Houlder,CO: Westview Press, 1986---$38.00, paper)

OVERLOAD AND BOREDOM: ESSAYS ON THE QUALITY OF LIFE IN THE INFORMATION SOCIETY by Orrin K. Klapp (Westport, CT: Greenwood Press, 1986---$29.95)

INTERNEDIA: INTERPERSONAL COMMUNICATION IN A MEDIA WORLD edited by Gary Gumpert and Robert Cathcart (New York: Oxford University Press, 1986---$16.95, paper)

MAPPING THE INFORMATION BUSINESS by John McLaughlin and Anne Lousie Antonoff (Cambridge: Harvard University Program on Information Resources Policy, 1986---price not given, paper)  相似文献   

The effects of token reinforcement versus cognitive behavior modification on learning-disabled students' math skills     

Peter A. Ross  Jeffery P. Braden 《Psychology in the schools》1991,28(3):247-256

The effects of token reinforcement, cognitive behavior modification, and direct instruction on learning-disabled students' math skills were compared. Math skills were measured by 2-minute classroom timings of basic addition and subtraction problems, and the Stanford Diagnostic Mathematics Test. Treatment was provided to 94 students for 4 weeks in daily 1-hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores was found, F(4, 182) = 4.03, p<.01. Token reinforcement and cognitive behavior modification were found to be equally effective. All three groups improved with 2-minute classroom timings, F(2, 91) = 8.53,p<.001. Retention of skills for both treatments was maintained over a 2-week no-treatment period. Teachers' social validity ratings indicated differences between the two treatments relative to student behaviors and teacher roles. It is concluded that token reinforcement and cognitive behavior modification are equally effective techniques to remediate learning-disabled students' math achievement, and both are superior to direct instruction in some cases.  相似文献   

The art of the good life: culture and sustainable prosperity     

Kate Oakley  Jonathan Ward 《Cultural Trends》2018,27(1):4-17

ABSTRACT

The creative economy has seen cultural policy swallowed up by a narrow vision of economic growth, its impacts on the urban fabric captured by property developers, and its promises of meaningful activity challenged by the exploitation and inequities of cultural labour markets. So it needs to be abandoned and re-thought, but on what basis? This paper analyses the potential for cultural work to encourage alternative visions of the “good life”, in particular, how it might encourage a kind of “sustainable prosperity” wherein human flourishing is not linked to high levels of material consumption but rather the capabilities to engage with cultural and creative practices and communities. We critically explore these ideas in three locations: a London borough, a deindustrialised city in England’s midlands and a rural town on the Welsh/English border. Across these diverse landscapes and socio-economic contexts, we look at different versions of the good life and at the possibilities and constraints of cultural activity as a way of achieving kinds of sustainable prosperity.  相似文献   

3D technology of Sony Bloggie has no advantage in decision-making of tennis serve direction: A randomized placebo-controlled study     

Sicong Liu  Jason Ritchie  Camilo Sáenz-Moncaleano  Savanna K. Ward  Cody Paulsen  Tyler Klein 《European Journal of Sport Science》2017,17(5):603-610

This study aimed at exploring whether 3D technology enhances tennis decision-making under the conceptual framework of human performance model. A 3 (skill-level: varsity, club, recreational)?×?3 (experimental condition: placebo, weak 3D [W3D], strong 3D [S3D]) between-participant design was used. Allocated to experimental conditions by a skill-level stratified randomization, 105 tennis players judged tennis serve direction from video scenarios and rated their perceptions of enjoyment, flow, and presence during task performance. Results showed that varsity players made more accurate decisions than less skilled ones. Additionally, applying 3D technology to typical video displays reduced tennis players’ decision-making accuracy, although wearing the 3D glasses led to a placebo effect that shortened the decision-making reaction time. The unexpected negative effect of 3D technology on decision-making was possibly due to participants being more familiar to W3D than to S3D, and relatedly, a suboptimal task-technology match. Future directions for advancing this area of research are offered.

Highlights

• 3D technology augments binocular depth cues to tradition video displays, and thus results in the attainment of more authentic visual representation. This process enhances task fidelity in researching perceptual-cognitive skills in sports.

• The paper clarified both conceptual and methodological difficulties in testing 3D technology in sports settings. Namely, the nomenclature of video footage (with/without 3D technology) and the possible placebo effect (arising from wearing glasses of 3D technology) merit researchers' attention.

• Participants varying in level of domain-specific expertise were randomized into viewing conditions using a placebo-controlled design. Measurement consisted of both participants' subjective experience (i.e., presence, flow, and enjoyment) and objective performance (i.e., accuracy and reaction time) in a decision-making task.

• Findings revealed that wearing glasses of 3D technology resulted in a placebo effect that shortened participants' reaction times in decision-making. Moreover, participants' decision-making accuracy decreased when viewing video scenarios using 3D technology. The findings generated meaningful implications regarding applying 3D technology to sports research.

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Gay Content in Newspaper Comics     

Jeffery P. Dennis 《Journal of American culture (Malden, Mass. : 2003)》2012,35(4):304-314

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