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41.
ABSTRACT The Scottish curriculum operates through broad guidelines that allow a good deal of freedom to shape the curriculum. This article reports the findings of an investigation into the attitudes towards, and knowledge of Scottish history of 16‐year‐old pupils in Scottish schools. The pupils’ responses to questions about aspects of Scotland's past revealed a very large degree of ignorance about important people, events, circumstances and dates as well as a number of misconceptions about major historical aspects. The content of the school history curriculum has an important part to play in the development of a sense of national identity. The findings are discussed at a time when there is a resurgent sense of national identity, with the people in Scotland recently voting in a referendum for the setting up of a Scottish parliament. The minimal place history occupies in the curriculum may partly explain the lack of pupils’ knowledge. There is a lack of detailed evidence on this issue, both within Scotland and from other nations. A major debate about what matters in Scotland's past is needed, for Scotland has avoided establishing a prescribed history curriculum: a well‐informed teaching profession has to make critical decisions about what to include. 相似文献
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Helen W. Kang Sydney S. Zentall 《Educational technology research and development : ETR & D》2011,59(6):783-797
This study hypothesized that increased intensity of graphic information, presented in computer-generated instruction, could
be differentially beneficial for students with hyperactivity and inattention by improving their ability to sustain attention
and hold information in-mind. To this purpose, 18 2nd–4th grade students, recruited from general education classes, were presented
with sequenced geometry instruction, which involved projections of solid geometric images accompanied by text and color. Children
were randomly assigned to two levels of intensity: high visual intensity (HVI) with information from the light source (e.g.,
contrasts, shadows) and low intensity (LVI) projecting only a single value. In support of theoretical predictions, students
with hyperactivity/inattention performed better than typical comparisons during the performance of advanced problems in the
HVI condition. Furthermore, the students with inattention demonstrated significantly better performance in the HVI than in
the LVI condition. Educational, research, and development implications of these findings were discussed. 相似文献
44.
Knowledge creation has been attracting academic attention for over 15 years, but existing theories are insufficient for explaining the output of knowledge conversion and seldom explore behavioural development of the employees after knowledge conversion. This study uses social learning theory to explore the social practice in the organization, so as to achieve knowledge conversion and the creation of behavioural competency. Cases from four different industries were chosen to analyse activities of different professional groups in the process of training new entrants. Research results show that interactions and practices in a combination of multiple situations were needed to generate the required behavioural competency of their employees. Furthermore, the Social Learning-Based Knowledge Conversion Model (SL-KCM) explains more clearly the relations between knowledge conversion and behavioural development. SL-KCM complements existing theoretical explanations of knowledge conversion outcome and is applicable to developing training models with enhanced behavioural effects. 相似文献
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Tara Stevens Lucy Barnard-Brak Brook Roberts Rio Acosta Sydney Wilburn 《Psychology in the schools》2020,57(4):583-605
The purpose of the present study was first to investigate whether both teacher-reported classroom aggression (ATT) and teachers’ interaction with school shooting media (ISSM) are predictors of teachers’ secondary trauma related to school shootings (STSS) and to second, consider how participation in lockdown drills may moderate these relationships. Two measures were created to understand the levels of aggression teachers report occurs in their classrooms and to understand how teachers interact with media related to school shootings. Both ISSM and ATT were associated with higher levels of STSS. Lockdown drills did not appear to interact with these relationships to either strengthen or weaken them. Considering the importance of teachers’ well-being and how it influences their ability to be effective teachers, continued investigation is warranted. 相似文献
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Recent research has suggested that operant responses can be weakened when they are tested in new contexts. The present experiment was therefore designed to test whether animals can learn a context–(R–O) relation. Rats were given training sessions in context A, in which one response (R1; lever pressing or chain pulling) produced one outcome (O1) and another response (R2; chain pulling or lever pressing) produced another outcome (O2) on variable interval reinforcement schedules. These sessions were intermixed with training in context B, where R1 now produced O2 and R2 produced O1. Given the arrangement, it was possible for the animal to learn two distinct R–O associations in each specific context. To test for them, rats were then given aversion conditioning with O2 by pairing its presentation with lithium-chloride-induced illness. Following the aversion conditioning, the rats were given an extinction test with both R1 and R2 available in each context. During testing, rats showed a selective suppression in each context of the response that had been paired with the reinforcer subsequently associated with illness. Rats could not have performed this way without knowledge of the R–O associations in effect in each specific context, lending support to the hypothesis that rats learn context–(R–O) associations. However, despite a complete aversion to O2, responding was not completely suppressed, leaving the possibility open that rats form context–R associations in addition to context–(R–O) associations. 相似文献
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Hans J. Kleinsteuber Kenneth Dyson Peter Humphreys Takashi Yokokura Sydney W. Head 《Communication Booknotes Quarterly》2013,44(1)
CSIS, two recent papers from ELECTRONIC MEDIA AND POLITICS IN WESTERN EUROPE: EUROMEDIA RESEARCH GROUP HANDBOOK OF NATIONAL SYSTEMS edited by Hans J. Kleinsteuber, et al (Frankfurt and New York: Campus Verlag, 1986—price not given, paper) THE POLITICS OF THE COMMUNICATION REVOLUTION IN WESTERN EUROPE edited by Kenneth Dyson and Peter Humphreys (London and Totowa, NJ: Frank Cass & Co., 1986—$29.50) EMERGING CORPORATE INFORMATION NETWORKS: REGULATORY AND INDUSTRIAL POLICY IN JAPAN by Takashi Yokokura (Program on Information Resources Polic y, 200 Aiken, Harvard University, Cambridge, MA 02138—price not given, paper) WORLD BROADCASTING SYSTEMS: Update Notes, December 1987 by Sydney W. Head (available from Martha Sanchez, Kinko's Copies, 1212 South Dixie Highway, Coral Gables, FL 33146—$7.00 spiral bound) 相似文献
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Suneeta Kercood Sydney S. Zentall Megan Vinh Kinsey Tom-Wright 《Contemporary educational psychology》2012
The purpose of this theoretically-based study was to examine the effects of yellow-highlighting ‘relevant’ words and units within math word problems. Initial differences were documented between 10 girls at-risk for ADHD and 10 comparisons on the performance of group and individual assessments of math computations and word problems, as had previously been reported for boys. To address these deficits (faster speed and lower accuracy) for the at-risk group, these fourth-grade girls were randomly assigned word problems under two experimental conditions (highlight vs. nohighlight) within a counterbalanced condition- and form-order design. Intervention gains were (a) slower rate of performance, (b) decreased off-task behavior, and (c) improved problem solving performance, differentially for girls at-risk for ADHD when their materials were first presented with highlighting – the effects of which carried over to a non-highlight condition. The theoretical, practical, and future research implications of this study are addressed. 相似文献
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Zhi‐Hong Chen Chih‐Yueh Chou Gautam Biswas Tak‐Wai Chan 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):247-258
Although competition is regarded as a powerful motivator in game‐based learning, it might have a negative influence, such as damage to confidence, on students who lose the competition. In this paper, we propose an indirect approach, substitutive competition, to alleviate such negative influences. The approach is used to develop a My‐Pet v3 system, in which pupils master subject materials to make their pets stronger, and compete against each other. Specifically, pupils learn Chinese idioms in a pet‐training game scenario, and their mastery of the material is related to the pets' strength to win the competition. The result of the competition is influenced by whether pupils spend enough effort on the learning tasks. This intention is expected to alleviate the negative influence that results from direct competition. A within‐subject experiment was conducted to examine the influence of substitutive competition. The results indicated that substitutive competition seems a promising scheme to maximise the power of competition. However, there were no apparent evidences in this study to demonstrate its effect to alleviate pupils' sense of failure, as compared with other two direct competition conditions. 相似文献
50.
Matthew M. Martin Sydney M. Staggers Carolyn M. Anderson 《Communication Research Reports》2013,30(3):275-280
This report is a validity study involving the Cognitive Flexibility Scale (Martin & Rubin, 1995). Participants completed an online questionnaire. As predicted, cognitive flexibility was positively related to measures of intellectual flexibility and self-compassion, and negatively related to a measure of dogmatism. The prediction that cognitive flexibility would be negatively related to preference for consistency was not supported. 相似文献