Young adult literature and the test of time     

Ted Hipple 《Publishing Research Quarterly》1992,8(1):5-13

For young adult literature, a generation is not thirty years, but four or five. Books that last for several generations do so because of inherent qualities, including well-drawn characters, important themes intelligently explored, and richness of language. But they also survive because they are studied by researchers and used in college and school literature classes. Ted Hipple, a founder and past president of ALAN (the Assembly on Literature for Adolescents of the National Council of Teachers of English), currently serves that organization as its executive secretary. A professor of education at the University of Tennessee, Hipple has written widely about young adult literature.  相似文献   

Responding to the Message: providing a social context for children learning to write     

Helen Jerram  Ted Glynn  Bryan Tuck 《教育心理学》1988,8(1-2):31-40

Abstract In this classroom‐based research study, written expression was viewed as an interactive social process involving written communication between the teacher and the children. Children received increased opportunities to write on topics they chose themselves, and their teacher responded in writing to the content of their writing. The teacher did not provide corrective feedback for accuracy of spelling or grammar throughout the study. Written content feedback from the teacher was provided to each child according to an intra‐subject ABAB research design. Analysis of the teacher's written feedback identified her use of six specific categories of positive response to the themes, ideas and characters of each child's writing. Significant increases in both quantity and quality of writing occurred during the written content feedback phases. Spelling accuracy was maintained at a high level of accuracy throughout the study.  相似文献   

Is Self‐worth Protection Best Regarded as Intentional Self‐handicapping Behaviour or an Outcome of Choking Under Pressure?     

Ted Thompson  Dale L. Dinnel 《教育心理学》2007,27(4):509-531

Self‐worth protective students characteristically perform poorly when they anticipate that poor performance is likely to reveal low ability, yet perform well in situations that involve little threat to self‐worth. The present study sought a further understanding of this variable pattern of achievement, assessing two possibilities: (1) that the poor performance of students high in self‐worth protection in situations of high evaluative threat is appropriately viewed as self‐handicapping behaviour in the form of strategic withdrawal of effort, and (2) that the poor performance of students high in self‐worth protection is an outcome of anxiety or “choking under pressure”. Participants were 72 undergraduate students, either high or low in self‐worth protection, assigned to one of three performance feedback conditions: humiliating failure, failure allowing face‐saving, and success. They subsequently completed 20 anagrams and 12 remote associates tasks, assessing performance, followed by 16 unicursal tasks during what was believed to be a practice period, providing an assessment of behavioural self‐handicapping in the form of intentional low effort. Students high in self‐worth protection performed poorly on the anagrams and remote associates following humiliating failure. They also reported greater anxiety across experimental conditions and claimed greater anxiety impairment than students low in self‐worth protection. These outcomes provide little support for an interpretation of self‐worth protection as self‐handicapping behaviour, instead supporting an interpretation of self‐worth protection as an outcome of choking under pressure, fuelled by evaluative threat.  相似文献   

Research on the effectiveness of computer-based instruction: A review     

Ted S. Hasselbring 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(3):313-324

This article reviews the research on the effectiveness of computer-based instruction (CBI) conducted over the past two decades. Using student achievement as a dependent measure, research on CBI is reviewed under the headings of evaluative studies, summaries of the proportion of studies favourable and unfavourable to CBI (‘box-score reviews’) and meta-analyses. Conclusions are drawn as to the effectiveness of CBI with regard to academic and social achievement. Finally, a cost-analysis of CBI is provided.  相似文献   

Poor Performance in Mathematics: Is there a basis for a self‐worth explanation for women?     

Ted Thompson  Dale L. Dinnel 《教育心理学》2007,27(3):377-399

The self‐worth theory of achievement motivation holds that in situations in which poor performance is likely to reveal low ability, certain students (known as self‐worth protective students) intentionally withdraw effort in order to avoid the negative implications of poor performance in terms of damage to self‐worth. In this study, evidence of self‐worth protection was sought where it is perhaps least likely to be seen: in women in mathematics, where the negative effects of stereotype threat are suggested. Links between self‐worth protection and performance on three maths tasks (a computational task, an algebraic task, and the Tower of Hanoi, a game‐like task tapping into mathematical skills yet devoid of mathematical signs and symbols) and a verbal task (a remote associates task) were examined in an intellectually evaluative situation (following failure) and in an intellectually non‐evaluative situation (following success). Relative to low maths self‐worth protective students, high maths self‐worth protective students performed poorly on both mathematical tasks, but not on either the Tower of Hanoi or the remote associates test. Collectively, findings are consistent with the conclusion that a self‐worth explanation can be applied to the poor performance of women in mathematics. Critical eliciting conditions appear to be mathematical signs and symbols and the presence of evaluative threat.  相似文献   

Time to organize?     

Ted Marchese 《Assessment Update》1991,3(2):5-6

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Applications of GSTARS Computer Models for Solving River and Reservoir Sedimentation Problems     

YANG Chih Ted 《天津大学学报(英文版)》2008,14(4):235-247

GSTARS (Generalized Sediment Transport model for Alluvial River Simulation) is a series of computer models developed by the U.S. Bureau of Reclamation while the author was employed by that agency. The stream tube concept is used in all GSTARS models which allow us to solve one-dimensional equations for each stream tube independently and obtain semi-two-dimensional variation of the hydraulic conditions along and across stream tubes for rivers and reservoirs. Sediment transport, scour, and deposition processes are simulated along each stream tube independently to give us a semi-three-dimensional variation of the bed geometry. Most sediment transport computer models assume that channel width is given and cannot change during the simulation process. GSTARS models apply the theory of minimum stream power to the determination of optimum channel width and channel geometry. The concepts of channel side stability, and active, inactive, and armoring layers are used in all GSTARS models for realistic long-term simulation and prediction of the scour and deposition processes in rivers and reservoirs. GSTARS models have been applied in many countries for solving a wide range of river and reservoir sedimentation problems. Case studies will be used to illustrate the applications of GSTARS computer models. YANG Chih Ted, Borland Professor of Water Resources and Director of Hydroscience and Training Center.  相似文献   

Relating self reports of writing behaviour and online task execution using a temporal model     

Marion Tillema  Huub van den Bergh  Gert Rijlaarsdam  Ted Sanders 《Metacognition and Learning》2011,6(3):229-253

Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising, et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution. Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers. It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and the concept of planner and reviser styles are discussed.  相似文献   

Accountability through Systematic Record‐Keeping in a Residential Setting     

Ted Glynn  Wendy Vaigro 《International Journal of Disability, Development & Education》1984,31(2):142-150

In 1981, the New Zealand Department of Education and SUPPORT jointly opened Glenburn Centre, which operates residential, school and home programs for assisting families whose young children present severe behaviour problems at home and at school. Time‐out is the most restrictive procedure employed at Glenburn and its use is limited to certain classes of severely disruptive behaviour under specific conditions. As the “bottom line” procedure, for ethical reasons its use is carefully monitored and systematically recorded. Examination of Time‐out data cumulated over two and a half years 1) has showed positive effects coincidental with major changes in program development; 2) unusual shifts in data have pointed to the need for extra attention to staff training at particular times; and 3) the data have proved useful in providing feedback to staff and in evaluating program development. The data demonstrate the value for institutional management and ethical accountability of keeping systematic records of an institution's use of its “bottom line” procedure.  相似文献   

Water Quality Statistics     

Ted Hodgson  Lyle Andersen  Jim Robison‐Cox  Clain Jones 《Teaching Statistics》2004,26(1):2-8

Water quality experiments, especially the use of macroinvertebrates as indicators of water quality, offer an ideal context for connecting statistics and science. In the STAR program for secondary students and teachers, water quality experiments were also used as a context for teaching statistics. In this article, we trace one activity that uses virtual streams and repeated sampling to develop the notion of a hypothesis test for one proportion.  相似文献