Preferred Approaches to Classroom Management by Primary School Teachers     

Brian Noad  Ken Stafford 《Asia-Pacific Journal of Teacher Education》1980,8(3-4):123-129

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A step function in pigeons’ temporal generalization in the peak shift task     

Marcia L. Spetch  Ken Cheng 《Learning & behavior》1998,26(1):103-118

Pigeons were reinforced for pecking a key following one signal duration (S+) but not following another signal duration (S?). The S+ and S? were 2.52 and 5.67 sec, respectively, counterbalanced across birds. Subsequent generalization tests with a range of signal durations revealed a step function, with high response rates for all durations on the S+ side of the distribution, low response rates for all durations on the S? side, and an intermediate rate for the intermediate duration. A comparison group of pigeons trained with only the S+ duration showed a flat generalization function. For the discrimination-trained birds, the delay between signal termination and opportunity to respond was subsequently varied during generalization testing. A step function again appeared, and no evidence of subjective shortening over the delay was found. The overall pattern of results suggests that the birds categorized the temporal signal into two classes and retained a categorical code over the delay.  相似文献   

Distances and directions are computed separately by honeybees in landmark-based search     

Ken Cheng 《Learning & behavior》1998,26(4):455-468

Honeybees were trained with two landmarks at some angle (e.g., 120°) apart from the target. On crucial unrewarded tests, only a single landmark was present. If distances and directions to landmarks are computed separately (independent averaging), the search distance to the landmark should equal the landmark-target distance found in training. If entire vectors are averaged, the search distance should be much shorter. Three experiments with short target-landmark distances showed results in between the predictions of the two hypotheses. A fourth experiment used longer target-landmark distances and isolated double peaks on single-landmark tests: one predicted by the independent averaging hypothesis, and one very close to the landmark. The near peak is interpreted as arising from approach and exploration of a landmark in a new location, and not from searching.  相似文献   

The Unification of Post-Compulsory Education: Towards a Conceptual Framework   总被引：1，自引：0，他引：1  

David Raffe  Cathy Howieson  Ken Spours  & Michael Young 《British Journal of Educational Studies》1998,46(2):169-187

The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, we show how the framework may be used to analyse existing systems, reform strategies, and processes and pressures for change. The framework is exploratory and will need to be tested and developed in relation to a wider variety of education systems.  相似文献   

A More Flexible Bayesian Multilevel Bifactor Item Response Theory Model     

Ken A. Fujimoto 《Journal of Educational Measurement》2020,57(2):255-285

Multilevel bifactor item response theory (IRT) models are commonly used to account for features of the data that are related to the sampling and measurement processes used to gather those data. These models conventionally make assumptions about the portions of the data structure that represent these features. Unfortunately, when data violate these models' assumptions but these models are used anyway, incorrect conclusions about the cluster effects could be made and potentially relevant dimensions could go undetected. To address the limitations of these conventional models, a more flexible multilevel bifactor IRT model that does not make these assumptions is presented, and this model is based on the generalized partial credit model. Details of a simulation study demonstrating this model outperforming competing models and showing the consequences of using conventional multilevel bifactor IRT models to analyze data that violate these models' assumptions are reported. Additionally, the model's usefulness is illustrated through the analysis of the Program for International Student Assessment data related to interest in science.  相似文献   

终极娱乐——给魔术师和心灵魔术师的导演笔记（节选）     

肯.韦伯  Ang Lee 《杂技与魔术》2010,(3):57-59

第二章神秘娱乐的层次关系 从我们的这边看出去,我们带给观众的表演是魔术效果（effect）。而从观众的角度来看呢,我们的演出可分成三种不同的感受：  相似文献   

Practices and pitfalls: A practitioner's journey into level 3 evaluation     

Tom Riley  Holly Davani  Pat Chason  Ken Findley 《Performance Improvement》2002,41(5):14-22

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Fred Wilson,PTSD, and Me: Reflections on the History Wars     

Ken Yellis 《Curator: The Museum Journal》2009,52(4):333-348

Abstract Our relationships with our audiences have proved parlous. But if history is destined to be contested, where should museums be in that contest and how do we get there? Fred Wilson's Mining the Museum has turned out to be a path not taken; Enola Gay was a cautionary tale. But we should have these fights in museums, where the national narrative is blocked out and staged, because of how museums teach us, opening hidden windows on cloaked realities. Museums can start by becoming clearer about what they think they are doing when they make an exhibition. Exhibitions can have a profound effect on visitors at many levels but it doesn't happen very often. Is that because visitors seek another kind of experience from what we typically offer?  相似文献   

What Canadian youth tell us about disclosing abuse     

Michael Ungar  Leslie M. Tutty  Sheri McConnell  Ken Barter  Judi Fairholm 《Child abuse & neglect》2009,33(10):699-708

ObjectiveTo report findings from a study of anonymous disclosures of abuse experiences among a national sample of youth in Canada who participated in violence prevention programming.MethodsA qualitative analysis was done of a purposeful sample of 1,099 evaluation forms completed following Red Cross RespectED violence prevention programming delivered between 2000 and 2003. Forms were selected based on program facilitators identifying voluntary, anonymous disclosures by youth participants of neglect and emotional, physical, and sexual abuse. Additional data for this analysis includes 27 interviews and focus groups that were used to understand the context of these disclosures and to engage the help of youth and program facilitators in the interpretation of findings.ResultsWhile this study is exploratory and non-representative in its design, findings suggest high rates of hidden abuse, with less than a quarter of youth with abuse experiences reporting a disclosure. Disclosure patterns vary with boys, youth aged 14–15, victims of physical abuse, and those abused by a family member being most likely to disclose to professionals or the police. Interviews help to explain the large number of youth who express reticence to disclose to professionals. Specifically, the data show a perception among youth of negative consequences following disclosure.ConclusionsThis data raises questions regarding why youth are reluctant to report abuse to professionals, preferring to cope independently or by confiding in peers. Youth in this study report feeling anxious about disclosing to authorities, fearful of the potential loss of control over decisions which affect them.Practice implicationsFindings suggest that professionals who provide support to young people's own networks of family and friends may help to facilitate youths’ disclosures of abuse. Furthermore, prevention programming that promotes a positive attitude towards disclosure of abuse experiences and provides an anonymous forum (such as an evaluation form) in which to do so is likely to encourage more young people to disclose.  相似文献   

Review symposium     

Ken Jones 《British Journal of Sociology of Education》2009,30(4):495-501

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