Changeover contingencies and choice on concurrent schedules     

Leon R. Dreyfus  Dee Deporto-Callan  Sarah Anna Pesillo 《Learning & behavior》1993,21(3):203-213

Pigeons were trained on a multiple concurrent schedule with two components per session. In one component, changing schedules required the completion of a small fixed ratio on the switching key (a fixed-ratio changeover, or FRCO), and in the other component, changing schedules required only one switching response but engaged a changeover delay (COD) during which keypecks were not reinforced. Response ratios overmatched reinforcer ratios under the FRCO but undermatched under the COD. There was no difference in time allocation. In addition to these molar regularities in behavior, there were characteristic differences in performance at the molecular level. These local patterns of behavior, which can be explained within the context of contingencies created by the different changeover requirements, appear to underlie differences in performance at the molar level. Obtained molar differences in performance are not compatible with the assumption that there is a “general outcome” on concurrent schedules; and explaining these molar differences in performance in terms of the local contingencies of reinforcement is contrary to the assumption that behavior is allocated as a function of molar distributions of reinforcers.  相似文献   

Staff involvement in the design of a key skills curriculum model: a case-study     

Anthony Kelly  Mel West  Lesley Dee 《Curriculum Journal》2013,24(2):179-190

This case-study follows a school as it struggles to prepare for the changes brought about by Curriculum 2000 and the new key skills qualification. It describes the curriculum debate within the senior management team as it balanced the conflicting needs of subject popularity and necessity. It relates how inherent structural flaws were uncovered in the proposed curriculum strategy, how this very failure was used as an opportunity to initiate staff involvement in the design of curriculum structures and how success was subsequently fashioned from the process. It is a story of failure, consideration, reflection and improvement, and offers some insight into the lessons learned by management and teaching staff as they reflect on the process of change and their own participation in it.  相似文献   

Critical,Interpretive, and Normative Perspectives of Educational Foundations: Contributions for the 21st Century     

Kathleen deMarrais  Sandra Winn Tutwiler 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):104-106

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Operation Clothes Moth: Where Preventive Conservation and Public Engagement Meet     

Amber Xavier-Rowe  Paul Lankester  Dee Lauder  David Pinniger 《文物保护研究》2018,63(5):445-450

ABSTRACT

Clothesmoths catch data fromhistoric properties confirms numbers are on the increase in England. Citizen science research was conducted using Tineola bisselliella pheromone traps handed out from English Heritage properties from April to September 2017. One hundred and ninety-two participants recorded moth counts from residential properties in 42 counties in England. Using an average number of moths per trap, geographical spread indicates higher numbers in warmer southern counties of England. Pale-backed clothes moths Monopis crocicapitella were caught in significant numbers suggesting a new insect pest risk for historic house collections. Threshold numbers for clothes moths that could indicate an active infestation are proposed. Residential flats appear to be more vulnerable to clothes moth activity possibly related to the shared walls or spaces. The research was launched using a public relations campaign called ‘Operation Clothes Moth’ which generated major media activity across the internet, radio, television, newspapers and magazines. Public awareness of insect pest management, preventive conservation and the work of conservators and conservation scientists was significantly increased.  相似文献   

Co-teaching in the college classroom     

Katherine K. Smith  Vanessa G. Winn 《Teaching Education》2017,28(4):435-448

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a collaborative teaching style required of the students in their curricular work. Utilizing the interpretivist discourse of phenomenology, the authors dialog about the meaning each makes of the coursework, the pedagogy, the students, and the teacher effectiveness through a co-teaching model. The dialog and reflection on the phenomenon of co-teaching contributes to more productive co-teaching instruction for pre-service teacher instructors.  相似文献   

Preservice preparation of teachers of the deaf in the twenty-first century: a case study of Griffith University, Australia     

Winn S 《American annals of the deaf》2007,152(3):312-319

The provision of educational services to students who are deaf or hard of hearing in the compulsory school years in Australia has seen a shift from exclusive, isolated settings in the 1970s to an inclusive approach personalized to cater to the diversity of those students requiring educational support. Universities that undertake specific programs to train teachers of the deaf need to respond proactively to ensure that graduates are able to provide services in all types of school environments. The present study concerns the evaluation of preservice teachers of the deaf by their university, by their teacher mentors, and through their own assessment of the skills required to be a teacher of the deaf. The study's overall conclusion is that programs for preservice teachers of the deaf can produce high-quality graduates and that graduates undertake postgraduate study after some years of teaching.  相似文献   

Employment outcomes for people in Australia who are congenitally deaf: has anything changed?     

Winn S 《American annals of the deaf》2007,152(4):382-390

The employment of deaf school leavers is considered by means of data from a recent study conducted in South Australia (Winn, 2005). Its findings are compared with those of three other Australian studies conducted over the past several decades (Australian Federation of Adult Deaf Societies, 1973; Deaf Society of New South Wales, 1998; Hyde, 1988). Compared to the rest of the community, deaf adults have had and continue to have higher unemployment rates, are underemployed in terms of the range of occupations, and typically earn less than the general population in similar occupations. The most recent study (Winn, 2005) provides evidence that Australian deaf adults have poor employment outcomes despite access to higher education and legislation prohibiting discrimination. That employment outcomes have not altered dramatically since earlier studies suggests that positive programs are required to address the general community's attitude about deafness as a disability.  相似文献   

How do pre-kindergarteners spend their time? Gender,ethnicity, and income as predictors of experiences in pre-kindergarten classrooms   总被引：2，自引：0，他引：2  

Diane M. Early  Iheoma U. Iruka  Sharon Ritchie  Oscar A. Barbarin  Donna-Marie C. Winn  Gisele M. Crawford  Pamela M. Frome  Richard M. Clifford  Margaret Burchinal  Carollee Howes  Donna M. Bryant  Robert C. Pianta 《Early childhood research quarterly》2010

The current paper considers how children spend their time in state-funded pre-kindergarten programs and how time use relates to ethnicity, gender, and family income, based on the assumption that how time is spent in pre-kindergarten is relevant for the programs’ success in narrowing achievement gaps. Classroom observations of 2061 children in 652 pre-k programs in 11 states were analyzed. Findings indicated that the pre-kindergarten day was roughly equally divided among free choice, teacher-assigned activities, and meals/routines. Children spent much of their time in language/literacy, social studies, and art, and less time in math and gross motor activities. Much of the pre-k day was spent in ‘no coded learning activity.’ Children in classes with lower proportions of Latino and African American children and higher average income-to-need ratios were generally engaged in richer and more stimulating experiences. The child-level variables of ethnicity and income were generally unrelated to how children spent their time, above and beyond the effects of classroom-level ethnicity and income. There were generally small, but significant gender differences – always in the gender-stereotyped direction – in how time was spent, especially during free choice time.  相似文献   

Language and Culture in Literacy Instruction: Where Have They Gone?     

William H. Rupley  William Dee Nichols  Timothy R. Blair 《The Teacher Educator》2013,48(3):238-248

An important, yet either often missing or under emphasized realization in both federal and state standards for literacy is that literacy is primarily a language process and culture is a reflection of language. As such, language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.  相似文献   

Chat reference service in medical libraries: part 2--Trends in medical school libraries     

Dee CR 《Medical reference services quarterly》2003,22(2):15-28

An increasing number of medical school libraries offer chat service to provide immediate, high quality information at the time and point of need to students, faculty, staff, and health care professionals. Part 2 of Chat Reference Service in Medical Libraries presents a snapshot of the current trends in chat reference service in medical school libraries. In late 2002, 25 (21%) medical school libraries provided chat reference. Trends in chat reference services in medical school libraries were compiled from an exploration of medical school library Web sites and informal correspondence from medical school library personnel. Many medical libraries are actively investigating and planning new chat reference services, while others have decided not to pursue chat reference at this time. Anecdotal comments from medical school library staff provide insights into chat reference service.  相似文献