Judgement and the Curriculum     

A. Wake  J. Mackenzie 《Educational theory》1975,25(4):359-361

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“Simultaneous immersion”: How online postgraduate study contributes to the development of reflective practice among public service practitioners     

Sally Brooks  Ellen Roberts 《Interactive Learning Environments》2016,24(7):1692-1705

This paper examines how the process of engaging simultaneously in study and work – through online distance-based study – affects students’ capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of “educational effectiveness” beyond course-based attainment to encompass the impact of learning within the workplace. It explores the interface between study and work, focusing on the case of online postgraduate programmes in public management at the University of York. It finds that simultaneous immersion in study and work can create the conditions for “public reflection” that underpin work-based learning and that a key factor is the student-practitioner's ability to mobilise “episodic power.” The paper suggests ways in which existing approaches to online postgraduate learning might be enhanced in order to capitalise on these conditions of simultaneous immersion.  相似文献   

Visual recognition memory in squirrel monkeys     

William H. Overman  Carol McLain  Gail E. Ormsby  Virginia Brooks 《Learning & behavior》1983,11(4):483-488

Squirrel monkeys (Saimiri sciureus) were trained on visual recognition memory tasks in a Wisconsin General Testing Apparatus with a trial-unique procedure that used 250 objects as stimuli. In Experiment 1, acquisition of a trial-unique delayed non-match-to-sample task (DNMS) was compared with acquisition of a trial-unique delayed match-to-sample (DMS) task. The DNMS task was learned in significantly fewer trials and with significantly fewer errors. Two animals in the DNMS group demonstrated highly accurate retention of the DNMS strategy despite an 11-month hiatus in experimental testing. In Experiment 2, the same procedures were used to study the learning of lists of 3, 5, 10, or 20 serially presented items. Although the animals were able to accurately remember lists of up to 20 items, there was no evidence of serial position effects.  相似文献   

Reinstatement after counterconditioning     

Douglas C. Brooks  Beth Hale  James B. Nelson  Mark E. Bouton 《Learning & behavior》1995,23(4):383-390

Reinstatement after counterconditioning was examined in three experiments with rats. The rats received CS-shock pairings in Phase 1 and then CS-food pairings in Phase 2. When unsignaled shock was presented after appetitive conditioning, fear performance to the CS replaced food performance. This reinstatement effect depended on initial pairings of the CS and shock in Phase 1. It also depended on shock exposure occurring in the test context. The results parallel previous data obtained after extinction. Counterconditioning and extinction yield several parallel effects (spontaneous recovery, renewal, and now reinstatement) which suggest that Phase 2 does not destroy the learning acquired in Phase 1.  相似文献   

FISH: A New Computer Program for Friendly Introductory Statistics Help     

Gordon P. Brooks  Holly Raffle 《Teaching Statistics》2005,27(3):81-88

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Developing and Sustaining K–12 School Technology Innovation Through Lottery Grant Awards: A Multiple Case Study     

Herr  Lynne McKnight  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):153-182

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Cookbook Procedures in MBL Physics Exercises     

Brent Royuk  David W. Brooks 《Journal of Science Education and Technology》2003,12(3):317-324

This paper presents the results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the FCI between two laboratory groups. One group completed cookbook labs while the other completed the IE labs in RealTime Physics.  相似文献   

Looking back to understand the present and future     

Jeffrey S. Brooks  Jane Wilkinson  Amanda Heffernan 《Journal of educational administration and history》2018,50(4):239-240

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Why School is not Easy: An Analytical Perspective     

David W. Brooks 《Journal of Science Education and Technology》2011,20(2):146-155

An overarching theory that enables a systematic study of learning recently has been developed. Motivation, for example, is something we all think we know when we see. It was an important step to recognize that motivation can be conceptualized in terms of allocating working memory and especially attention to a learning task. The unified learning model (ULM) was synthesized from the literature with this in mind. Using the ULM as a basis for analysis, it is possible to consider all aspects of learning. A good place to begin concerns schools in general and why, in particular, school is not thought of as being easy. The ULM explains that allocating working memory often requires effort, and any exertion of such effort may be perceived as being hard. This paper is an analysis of school learning and especially science learning (STEM learning) in terms of the ULM.  相似文献   

Reading and Dyslexia in Different Orthographies. Nicola Brunswick,Siné McDougall and Paul de Mornay Davies (Eds.) (2010) Hove and New York: Psychology Press. ISBN 978‐1‐84169‐712‐3, £35.96; 336 pp. (hardback) 978‐0‐203‐85846‐2, £39.95 (e‐book).     

Greg Brooks 《Literacy》2012,46(3):167-167

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