The Attentional Blink in Developing Readers     

Gregor M. T. McLean  Geoffrey W. Stuart  Troy A. W. Visser  Anne Castles 《Scientific Studies of Reading》2013,17(4):334-357

The attentional blink refers to a reduction in accuracy that occurs when identifying the second of two targets presented within approximately 500 msec of each other. This research explored individual differences in the attentional blink in a sample of 86 children (aged 8–10) with normally developing reading skills. The attentional blink was examined in relation to general reading performance as well as specific orthographic and phonological reading subprocesses. No associations were evident between attentional blink duration and reading ability. However significant correlations did exist between each of the three reading measures and mean second target correct given first target correct (T2|T1) performance across all lags, with less skilled readers exhibiting inferior performance regardless of the temporal lag between first and second targets. Performance on a rapid naming task mediated some of the relationship between mean T2|T1 performance and reading, yet the association remained significant when this factor was accounted for.  相似文献   

Advancing reflective judgment through Socioscientific Issues   总被引：1，自引：0，他引：1  

Dana L. Zeidler  Troy D. Sadler  Scott Applebaum  Brendan E. Callahan 《科学教学研究杂志》2009,46(1):74-101

The purpose of this investigation was to explore possible relationships between Socioscientific Issues instruction and students' development of reflective judgment. The usefulness of the Reflective Judgment Model as a tool for assessing the value of SSI is established in the parallels that can be drawn between them. Both involve ill‐structured problems requiring evidence‐based reasoning subject to differing interpretations by students, and both require examination, analysis and the blending of scientific and normative evidence, as students use that evidence to support a reasoned position. Results demonstrated both qualitative evidence revealing more sophisticated and nuanced epistemological stances toward higher stages of reflective judgment, as well as statistically significant gains within treatment groups with a moderately large effect size. Theoretical implications for advancing students' epistemological beliefs about evidence‐based argumentation and pedagogical implications for rethinking how to connect science with topics that are fundamentally meaningful to students are discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 74–101, 2009  相似文献   

Kinematic and neuromuscular relationships between lower extremity clinical movement assessments*     

Timothy C. Mauntel  Tyler R. Cram  Barnett S. Frank  Rebecca L. Begalle  Marc F. Norcross  J. Troy Blackburn 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(2):273-284

Lower extremity injuries have immediate and long-term consequences. Lower extremity movement assessments can assist with identifying individuals at greater injury risk and guide injury prevention interventions. Movement assessments identify similar movement characteristics and evidence suggests large magnitude kinematic relationships exist between movement patterns observed across assessments; however, the magnitude of the relationships for electromyographic (EMG) measures across movement assessments remains largely unknown. This study examined relationships between lower extremity kinematic and EMG measures during jump landings and single leg squats. Lower extremity three-dimensional kinematic and EMG data were sampled from healthy adults (males = 20, females = 20) during the movement assessments. Pearson correlations examined the relationships of the kinematic and EMG measures and paired samples t-tests compared mean kinematic and EMG measures between the assessments. Overall, significant moderate correlations were observed for lower extremity kinematic (r_avg = 0.41, r_range = 0.10–0.61) and EMG (r_avg = 0.47, r_range = 0.32–0.80) measures across assessments. Kinematic and EMG measures were greater during the jump landings. Jump landings and single leg squats place different demands on the body and necessitate different kinematic and EMG patterns, such that these measures are not highly correlated between assessments. Clinicians should, therefore, use multiple assessments to identify aberrant movement and neuromuscular control patterns so that comprehensive interventions can be implemented.  相似文献   

Interanimation: repositioning possibilities in educational contexts     

Mariage TV  Paxton-Buursma DJ  Bouck EC 《Journal of learning disabilities》2004,37(6):534-549

Changing discursive practices is necessary for educational social justice and is made possible through the interanimation of diverse ways of knowing that create dynamic tensions and challenge reliance on narrow views of what counts as legitimate knowledge. In this article, we accept the challenge that Reid and Valle put forth in creating new discourses of possibility through the animation of sociocultural and critical theory as they might apply to the interrogation of two aspects of the meaning-making process: (a) the interanimation of voices across systems as a condition of reculturing institutions and communities of practice, and (b) instructional activity settings in educational contexts (e.g., disciplinary apprenticeships). We conclude this article by examining possibilities for collaborative research activity.  相似文献   

Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio‐Scientific Reasoning (QuASSR)          下载免费PDF全文

William L. Romine  Troy D. Sadler  Andrew T. Kinslow 《科学教学研究杂志》2017,54(2):274-295

  相似文献   

Publishing a Better Homiletical Textbook     

Troy M. Borst 《Publishing Research Quarterly》2016,32(3):170-177

Preaching, homiletics, sermon preparation, and effective church communication is an oft published topic by religious publishing houses and by academic publishing houses. This study, based on all three major branches of Christianity, found that preaching practitioners considered preaching textbooks to be woefully inadequate in teaching homiletical skills. Only by incorporating new sections on needed skills will the homiletical textbook once again become an effective tool of education.  相似文献   

“I Won't Last Three Weeks”: Preservice Science Teachers Reflect on Their Student-Teaching Experiences     

Troy D. Sadler 《Journal of Science Teacher Education》2006,17(3):217-241

In many teacher preparation programs, student teaching serves as a culminating event that bridges academic coursework and the realities of classroom teaching. Therefore, it represents a significant aspect of preservice teacher education. This study explored student teaching as it was experienced by 13 middle and secondary science preservice teachers. Qualitative techniques were used to analyze individual interviews, group seminar sessions, and written reflections to construct a phenomenological account of student teaching as experienced by the preservice teachers. The aim was to construct a picture of the shared experiences of these student teachers to help understand how they struggled, succeeded, and learned as a part of their classroom practica. These findings are then used to draw implications for science teacher education.  相似文献   

Identifying and developing crosscutting environmental education outcomes for adolescents in the twenty-first century (EE21)     

Robert B. Powell  Marc J. Stern  Brandon Troy Frensley  DeWayne Moore 《Environmental Education Research》2019,25(9):1281-1299

Abstract

While multiple valid measures exist for assessing outcomes of environmental education (EE) programs, the field lacks a comprehensive and logistically feasible common instrument that can apply across diverse programs. We describe a participatory effort for identifying and developing crosscutting outcomes for Environmental Education in the twenty-first Century (EE21). Following extensive input and debate from a wide range of EE providers and researchers, we developed, tested and statistically validated crosscutting scales for measuring consensus-based outcomes for individual participants in youth EE programs using confirmatory factor analysis across six unique sites, including two single-day field trip locations, four multiday residential programs and one science museum in the United States. The results suggest that the scales are valid and reliable for measuring outcomes that many EE programs in the United States can aspire to influence in adolescent participants, ages 10–14.  相似文献   

Codification vs personalisation: A study of the information evaluation practice between aerospace and construction industries     

Llewellyn C.M. Tang  Yuyang Zhao  Simon Austin  Mansur Darlington  Steve Culley 《International Journal of Information Management》2010

In the emerging digital economy, the management of information in aerospace and construction organisations is facing a particular challenge due to the ever-increasing volume of information and the extensive use of information and communication technologies (ICTs). This paper addresses the problems of information overload and the value of information in both industries by providing some cross-disciplinary insights. In particular it identifies major issues and challenges in the current information evaluation practice in these two industries. Interviews were conducted to get a spectrum of industrial perspectives (director/strategic, project management and ICT/document management) on these issues in particular to information storage and retrieval strategies and the contrasting approaches to knowledge and information management of personalisation and codification. Industry feedback was collected by a follow-up workshop to strengthen the findings of the research. An information-handling agenda is outlined for the development of a future Information Evaluation Methodology (IEM) which could facilitate the practice of the codification of high-value information in order to support through-life knowledge and information management (K&IM) practice.  相似文献   

Women's Desire for Pregnancy     

Montgomery KS  Green T  Maher B  Tipton K  O'Bannon C  Murphy T  McCurry T  Shaffer L  Best S  Hatmaker-Flanigan E 《The Journal of perinatal education》2010,19(3):53-61

  相似文献