Instructional systems development: An overview for consultant and client     

Donald T. Tosti 《Performance Improvement》1980,19(9):8-11

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Student achievement and differential reinforcement of incompatible behavior: Hand raising     

Michael Bryan Kelly  Donald Bushell 《Psychology in the schools》1987,24(3):273-281

Workbook reading achievement of five second-grade girls was assessed under two teacher-contact contingencies. Under one contingency, teacher contacts were made during on-task behavior. Under the other contingency, differential reinforcement of an incompatible behavior (DRI) was in effect, with teacher contacts contingent on students' hand-raising behavior. Both reading achievement and time on task were greater under the on-task contingency than under DRI for hand raising.  相似文献   

Analogizing as an instructional strategy     

Donald A. Stepich  Timothy J. Newby 《Performance Improvement》1988,27(9):21-23

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Resting MAPK expression in chronically trained endurance runners     

Justin X. Nicoll  Andrew J. Galpin  Donald B. Thomason  Christopher A. Moore 《European Journal of Sport Science》2017,17(9):1194-1202

Purpose: There is a paucity of research investigating the expression of mitogen-activated protein kinases (MAPK) in chronically trained (CT) athletes. Thus, it is unclear how MAPK may contribute to performance and muscle adaptation in CT subjects. The purpose of this study was to determine MAPK total protein, and phosphorylated expression of extracellular signal-regulated kinases 1 and 2 (ERK1/2), c-Jun N-terminal kinase (JNK), and p38-MAPK (p38) between untrained, and chronically trained runners. Methods: Tissue samples were analysed from sedentary (SED; n?=?5) controls and chronically trained runners (CT; n?=?5). Resting muscle biopsy samples were analysed for total-MAPK – and ratio of phosphorylated/total (p-MAPK) – ERK1/2, JNK, and p38-MAPK via western blotting. Mann–Whitney U tests and effect sizes were utilized to determine differences in total MAPK protein content and phosphorylation status between SED and CT subjects. Results: There was no difference in total-MAPK expression between SED and CT (p?>?.05). p-p38-MAPK tended to be greater for CT compared to SED (p?=?.07). There were moderate effect sizes of decreased pERK/total-ERK (d?=??0.69) and increased pJNK/total-JNK (d?=?0.54) in CT compared to SED. There was a positive correlation between p-p38-MAPK/total-MAPK and the percentage of type I fibres (r?=?0.73, p?=?.016). Conclusion: Contrary to previous studies, chronic endurance training does not greatly influence total MAPK protein expression in chronically trained runners. However, resting phosphorylation of p38-MAPK may contribute to enhanced oxidative metabolism at chronically trained levels. These alterations are likely involved in the different physiological adaptations that occur following long-term training or at highly competitive levels.  相似文献   

On the “art & craft” of technological compromise     

Donald H. Bullock 《Performance Improvement》1978,17(1):15-16

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NSPI speaker's bureau     

Donald Bullock 《Performance Improvement》1978,17(8):7-7

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Formative Evaluation of a Cave Exhibit     

Stephen Bitgood  Michael Pierce  Grant Nichols  Donald Patterson 《Curator: The Museum Journal》1987,30(1):31-39

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A program for teaching statistical process control to workers with limited mathematical skills: An intervention perspective     

R. Dean Davis  Donald R. Latham  Robert E. Pitts 《Performance Improvement》1985,24(2):22-24

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Decision-making performance in a production environment. The effect of academic discipline     

Donald L. Davis  Donna F. Davis 《Performance Improvement》1985,24(9):18-21

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Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献