Learning Disabilities Research Studies: Findings From NICHD-Funded Projects     

Brett Miller  Sharon Vaughn  Lisa S. Freund 《Journal of research on educational effectiveness》2014,7(3):225-231

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Creative destruction: Identifying its geographic origins     

Brett Anitra Gilbert 《Research Policy》2012,41(4):734-742

The fate of regions and industries are often intertwined. When industries thrive, regions and their constituents benefit. However, when industries decline, regions often require new paradigms to replace the old paradigms, and infuse new economic life into the region. This study enhances understanding of the regional characteristics that hinder or promote creative destruction. It enlightens the field on the geographic origins of creative destruction by theorizing about a region's structural (determined by industry clustering and regional knowledge), social demography and political economy attributes, and their influence on the region's capacity to incubate creative destruction.  相似文献   

Assessing students' ability to trace matter in dynamic systems in cell biology   总被引：1，自引：1，他引：0  

Wilson CD  Anderson CW  Heidemann M  Merrill JE  Merritt BW  Richmond G  Sibley DF  Parker JM 《CBE life sciences education》2006,5(4):323-331

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning.  相似文献   

Educational Applications of a Networked Communal Database     

M. Scardamalia  C. Bereiter  C. Brett  P.J. Burtis  C. Calhoun  N. Smith Lea 《Interactive Learning Environments》2013,21(1):45-71

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Acute cardiovascular responses to interval exercise: A systematic review and meta-analysis     

Kym Joanne Price  Brett Ashley Gordon  Stephen Richard Bird  Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984

ABSTRACT

Interval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations.  相似文献   

A pathway for spatial memory encoding     

Brett M. Gibson  Robert Mair 《Learning & behavior》2016,44(2):97-98

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Measuring Student Perceptions of Blackboard Using the Technology Acceptance Model   总被引：1，自引：0，他引：1  

Brett J. L. Landry  Rodger Griffeth  Sandra Hartman 《Decision Sciences Journal of Innovative Education》2006,4(1):87-99

Web Enhanced Instruction (WEI) is not intended to replace the traditional classroom setting, but rather to supplement the traditional lecture with course content that can be accessed from campus or the Internet. WEI has the potential to extend the boundaries of traditional classrooms by providing new opportunities for communication and interaction between students and the instructor. While the potential benefits of augmenting the traditional class with WEI have been recognized and discussed, what has remained largely unknown are student reactions to WEI as an addition to the traditional lecture. The Technology Acceptance Model (TAM) has been widely used in the Information Systems research to gather user reactions to information systems. The TAM examines users' perceptions of Usage, Usefulness, and Ease of Use. This research applied the TAM to the academic setting to measure student reactions to Blackboard, the WEI tool used in this study. Using several multivariate methods, results suggest that students (n = 692) found that the Blackboard elements which are associated with Course Content (Course Documents, Lectures, Student Tools, Announcements, and Quizzes) are used more often and are seen as more useful than those items that provide Course Support and communication (Discussion Board, External Web Sites, Faculty Information, and E‐Mail).  相似文献   

How do the spellings of children with dyslexia compare with those of nondyslexic children?     

Marie?Cassar  Rebecca?TreimanEmail author  Louisa?Moats  Tatiana?Cury?Pollo  Brett?Kessler 《Reading and writing》2005,18(1):27-49

Children with dyslexia are believed to have very poor phonological skills for which they compensate, to some extent, through relatively well-developed knowledge of letter patterns. We tested this view in Study 1 by comparing 25 dyslexic children and 25 younger normal children, chosen so that both groups performed, on average, at a second-grade spelling level. Phonological skill was assessed using phoneme counting and nonword spelling tasks. Knowledge of legal and illegal letter patterns was tested using a spelling choice task. The dyslexic children and the younger nondyslexic children performed similarly on all the tasks, and they had difficulty, for the most part, with the same linguistic structures. Supporting the idea that older dyslexics spellings are quite similar to those of typical beginners, we found in Study 2 that experienced teachers could not differentiate between the two groups based on their spellings.  相似文献   

Technology in inclusive early childhood settings     

Arlene Brett 《Early Childhood Education Journal》1995,22(3):8-11

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Decision Analysis and the Principal–Agent Problem     

Brett E. Katzman  Penny Verhoeven  Hope M. Baker 《Decision Sciences Journal of Innovative Education》2009,7(1):51-57

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