Challenges to decision theory     

Katie Steele 《Metascience》2010,19(3):449-451

  相似文献   

Longitudinal Data Analysis for the Behavioral Sciences Using R     

Joel S. Steele 《Structural equation modeling》2013,20(1):175-180

  相似文献   

Children's One-Hand Catching as a Function of Age,Gender, and Ball Location     

Mark G. Fischman  Jane B. Moore  Kenneth H. Steele 《Research quarterly for exercise and sport》2013,84(4):349-355

  相似文献   

Producing CD‐ROMs for Schools     

James Steele 《Educational Media International》2013,50(3):118-122

Abstract

The CD‐ROM market in schools is generally expected to be a growth area for computer software developers world‐wide. As a developer, publisher and distributor of CD‐ROMs for schools, the author is interested in the characteristics of CD‐ROMs schools will buy and the potential market. This paper looks at what developers must take into account when considering producing materials for this market. It focuses on school requirements as regards CD‐ROMs rather than the process of producing an educational CD‐ROM.  相似文献   

Developing mathematical knowledge for teaching in a methods course: the case of function     

Michael D. Steele  Amy F. Hillen  Margaret S. Smith 《Journal of Mathematics Teacher Education》2013,16(6):451-482

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. Written assessments, interview data, and class discourse analyses illustrate how the course supported the development of mathematical knowledge that built on individual teachers’ prior knowledge as well as the development of a stronger collective understanding of function.  相似文献   

Pedagogical design considerations in sex education on interactive multimedia using CD‐Rom: an example of sexual intercourse     

Juliette D. G. Goldman Corresponding author  Geraldine Torrisi‐Steele 《Sex education》2013,13(2):189-214

Human sexuality is a significant issue for educators to understand and teach about, and for young people to learn about. The development of interactive multimedia technologies has added a range of new dimensions associated with designing pedagogies for sex education on Interactive Multimedia (IMM). Here, a module on CD‐Rom on Sexuality and Human Relationships designed for student teachers is presented as an example of a resource, and analysed for the pedagogical considerations that accompany it. The paper concludes that the conceptualisation and design of IMM on CD‐Rom on sexuality is able to address a range of commonly used pedagogies. The most significant pedagogical renegotiation appears to lie in the transposing of human‐to‐human interaction, as in discussion, real life scenarios, simulation, role analysis, values and attitude clarification, to human‐to‐screen interaction. This may be addressed principally by using camera phones where human‐to‐human interaction occurs visually and in real time, whilst email and discussion groups can cater for delayed, typed text human‐to‐human interactions. For some learners, using IMM on CD‐Rom for sex education may be less effective, but for others it may be ideal as it provides for privacy, solo contemplation, self‐dialogue, and negates embarrassment in front of peers or teachers.  相似文献   

The effects of team training on team outcomes: A meta‐analysis     

Lisa A. Delise  C. Allen Gorman  Abby M. Brooks  Joan R. Rentsch  Debra Steele‐Johnson 《Performance Improvement Quarterly》2010,22(4):53-80

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.  相似文献   

Instructional Interventions Across the Inquiry Process     

Jean Donham  Mariah Steele 《College & Undergraduate Libraries》2013,20(4):3-18

ABSTRACT

Information literacy aims to develop in students the necessary skills, knowledge, and dispositions to use information to solve problems, make decisions, and generate new knowledge. The literature is replete with examples of guiding students in accessing and evaluating information sources. Less prevalent is processing information—the heart of the inquiry. Analysis, inference, and synthesis are critical thinking skills that take information literacy beyond a bibliographic task. In this liberal arts college setting, librarians team with consultants in quantitative reasoning, writing, and presentation technologies to deliver an information literacy program that supports not only the search, but also the analysis, interpretation, synthesis, and presentation of findings and insights.  相似文献   

Institutional change through cross‐functional collaboration     

Anne G. Scott  Susan Steele 《Tertiary Education and Management》2013,19(1):91-93

  相似文献   

Examination of adolescents' screen time and physical fitness as independent correlates of weight status and blood pressure     

Sarah C. Ullrich-French  Thomas G. Power  Kenn B. Daratha  Ruth C. Bindler  Michael M. Steele 《Journal of sports sciences》2013,31(11):1189-1196

Abstract

Physical fitness performance is an important health correlate yet is often unrelated to sedentary behaviour in early adolescence. In this study, we examined the association of sedentary behaviour (i.e. screen time) with weight-related health markers and blood pressure, after controlling for cardiorespiratory fitness performance. American middle school students (N = 153, 56% females) aged 11–15 years (mean 12.6 years, s = 0.5) completed assessments of cardiorespiratory fitness performance, screen time, weight status (BMI percentile, waist-to-height ratio), and blood pressure. Multivariate analysis of covariance, controlling for cardiorespiratory fitness performance, found those who met the daily recommendation of 2 h or less of screen time (n = 36, 23.5%) had significantly lower BMI (p < 0.05) and systolic blood pressure (p < 0.01) compared with those who exceeded this recommendation. Findings suggest specific intervention programmes may be designed to target both cardiorespiratory fitness and sedentary behaviours to maximize early adolescent health because these behaviours are likely to have unique and independent effects on youth health markers.  相似文献