MATHEMATICS IN MIND,BRAIN, AND EDUCATION: A NEO-PIAGETIAN APPROACH     

Anderson Norton  Kirby Deater-Deckard 《International Journal of Science and Mathematics Education》2014,12(3):647-667

Because of their focus on psychological structures and operations, neo-Piagetian approaches to learning lend themselves to neurological hypotheses. Recent advances in neural imaging and educational technology now make it possible to test some of these claims. Here, we take a neo-Piagetian approach to mathematical learning in order to frame two studies involving the use of electroencephalography and functional magnetic resonance imaging imaging, as well as the use of iOS-based apps designed to elicit particular ways of operating with mathematics. Results could inform theories of mathematical learning and effective educational game design.  相似文献   

Trauma Counsellors’ Quality of Life     

Lindsay Leonard McKim  Sondra Smith-Adcock 《International journal for the advancement of counseling》2014,36(1):58-69

Mental health professionals working with trauma survivors often experience both psychological costs (e.g., compassion fatigue) and benefits (e.g., compassion satisfaction). In this study, trauma counsellors’ individual characteristics as well as workplace conditions were examined to determine their relative influence on compassion fatigue and compassion satisfaction. Lack of control over workplace, over-involvement with clients, and secondary exposure to clients with serious trauma symptoms were significantly related to compassion fatigue. Counsellors’ perceived control of the workplace, personal trauma history, and years of clinical experience were significantly related to compassion satisfaction.  相似文献   

Letters to the Editor     

Suzann M. Norton 《Community College Journal of Research & Practice》2013,37(1):105-107

The purpose of this study was to determine if differences exist between postsecondary students with learning disabilities and their non‐learning disabled counterparts. Data were collected through two survey forms: one gathered specific data about the learning disabled group; the second provided data about study habits of the learning disabled group and two other groups of non‐learning disabled students at San Diego Mesa College. Results showed that although most study habits did not significantly differ, students with learning disabilities required substantially more assistance in math, spelling, writing, and reading comprehension. As a result, implications for instruction are suggested. A short review of literature about postsecondary learning disability programs precedes the study discussion.  相似文献   

ADMINISTRATIVE REORGANIZATION IN THE COMMUNITY COLLEGE     

W. A. Miller  Joe L. Norton 《Community College Journal of Research & Practice》2013,37(2):85-92

Reorganization within the administrative structure of community colleges is an activity that has been much indulged in but little written about during recent years. This study was undertaken to determine perceptions of the roles that community college presidents play when reorganization within the administrative structure takes place. Colleges used for collection of data were two Texas metroplitan community college districts. Collection of data was limited to administrative changes from the division level through the president's level at each college. No attempt was made to study the district level or the department or curriculum levels.  相似文献   

Effects of short-term exercise training on tissue Doppler indices of left ventricular diastolic function in overweight and obese individuals     

Aletta Millen  Gavin Norton  Ingrid Avidon 《Journal of sports sciences》2013,31(5):487-499

Abstract

Although exercise training is unable to improve obesity-associated decreases in left ventricular (LV) diastolic function, as assessed using chamber function measurements, the effects on LV diastolic myocardial function, as assessed using tissue Doppler imaging (TDI), are uncertain. In 32 overweight (n = 11) or obese (n = 21), sedentary or recreationally active men and women (30–57 years), we assessed the effects of 6 weeks of exercise training either preceded (n = 16) or followed (n = 16) by a 6-week control period on TDI indices of LV diastolic function (e', e'/a' and E/e') (echocardiography). Diastolic function at baseline was comparable to that noted in overweight and obese participants from a community sample (n = 245), and 56% (n = 18) had e' values below the lower 95% CI of a lean and healthy cohort (n = 60) of the community sample. Exercise training increased peak oxygen consumption (27.4 ± 4.9 to 29.4 ± 5.8 mL · kg^–1 · min^–1, P = 0.0001), but had no effect on body mass index (P = 0.99). No changes in TDI indices of diastolic function were observed after exercise training in all the participants (e': P = 0.74, a': P = 0.98, e'/a': P = 0.85, E/e': P = 0.26), participants with abnormal e' values (n = 18)(e': P = 0.99, a': P = 0.96, e'/a': P = 0.91, E/e': P = 0.97) or obese participants (n = 21)(e': P = 0.67, a': P = 1.00, e'/a': P = 0.78, E/e': P = 0.11). In conclusion, exercise training, despite increasing cardiorespiratory fitness, is unable to improve obesity-associated decreases in LV diastolic myocardial function.  相似文献   

Evaluating Content-Related Validity Evidence Using a Text-Based Machine Learning Procedure     

Daniel Anderson  Brock Rowley  Sondra Stegenga  P. Shawn Irvin  Joshua M. Rosenberg 《Educational Measurement》2020,39(4):53-64

Validity evidence based on test content is critical to meaningful interpretation of test scores. Within high-stakes testing and accountability frameworks, content-related validity evidence is typically gathered via alignment studies, with panels of experts providing qualitative judgments on the degree to which test items align with the representative content standards. Various summary statistics are then calculated (e.g., categorical concurrence, balance of representation) to aid in decision-making. In this paper, we propose an alternative approach for gathering content-related validity evidence that capitalizes on the overlap in vocabulary used in test items and the corresponding content standards, which we define as textual congruence. We use a text-based, machine learning model, specifically topic modeling, to identify clusters of related content within the standards. This model then serves as the basis from which items are evaluated. We illustrate our method by building a model from the Next Generation Science Standards, with textual congruence evaluated against items within the Oregon statewide alternate assessment. We discuss the utility of this approach as a source of triangulating and diagnostic information and show how visualizations can be used to evaluate the overall coverage of the content standards across the test items.  相似文献   

微营养素和肉品质量的关系     

K.S.Downs  J.B.Hess  R.A.Norton 《安徽科技学院学报》2002,16(2):29-31

日粮中微营养素硒(Se)能够引起肌肉组织的生理变化,从而改变畜禽肉品的品质.本文着重阐明硒和VE在细胞膜和细胞质的抗氧化中独特应用,进而对肉品的形成和贮存过程中保持肉品的完整性起明显作用.  相似文献   

Reform in the garden     

Wise MN  Wise EM 《Endeavour》2002,26(4):154-159

English gardens powered by steam engines offer an intriguing view of how technological and scientific progress was naturalized in the landscape of 19th-century Prussia, and in Prussian culture, during the early years of industrial modernization. One such garden is Peacock Island, in the Havel River near Potsdam. A product of the reform era that preceded and followed the Napoleonic Wars, it expressed the goal of Friedrich Wilhelm III and his government to enter into the British system of factory production and world trade. Modern science, as represented especially by Alexander von Humboldt, played a prominent role.  相似文献   

Teaching experiments and professional development     

Anderson Hassell Norton  Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305

The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional development study in which two United States elementary school teachers engaged in a teaching experiment, as described by Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining factors such an inflexible curriculum.  相似文献   

Are we really “screening” movement? The role of assessing movement quality in exercise settings     

Hunter Bennett  John Arnold  Kevin Norton  Kade Davison 《运动与健康科学(英文)》2020,9(6):489-492

  相似文献