All aboard the internet     

Don E. Descy Ph.D. 《TechTrends》1996,41(2):3-5

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Building a Foundation for the Use of Historical Narratives     

Don Metz  Stephen Klassen  Barbara McMillan  Michael Clough  Joanne Olson 《Science & Education》2007,16(3-5):313-334

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Orientation for distance education students: What is its worth?     

Don Bowser  Ken Race 《Distance Education》1991,12(1):109-122

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Editor’s Notes     

Don E. Descy 《TechTrends》2000,44(3):2-2

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“Good Morning, HAL-9000”… “Good Morning, Don”… A Primer on Speech Recognition Software     

Don E. Descy Ph.D.  Don E. Descy 《TechTrends》2000,44(3):4-6

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Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country     

George Woodward  Don Galagedera 《International Journal of Educational Development》2006,26(6):631-639

A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted.  相似文献   

An occlusion paradigm to assess the importance of the timing of the quiet eye fixation     

Samuel J. Vine  Don Hyung Lee  Rosanna Walters-Symons  Mark R. Wilson 《European Journal of Sport Science》2017,17(1):85-92

Abstract

The aim of the study was to explore the significance of the ‘timing’ of the quiet eye (QE), and the relative importance of late (online control) or early (pre-programming) visual information for accuracy. Twenty-seven skilled golfers completed a putting task using an occlusion paradigm with three conditions: early (prior to backswing), late (during putter stroke), and no (control) occlusion of vision. Performance, QE, and kinematic variables relating to the swing were measured. Results revealed that providing only early visual information (occluding late visual information) had a significant detrimental effect on performance and kinematic measures, compared to the control condition (no occlusion), despite QE durations being maintained. Conversely, providing only late visual information (occluding early visual information) was not significantly detrimental to performance or kinematics, with results similar to those in the control condition. These findings imply that the visual information extracted during movement execution – the late proportion of the QE – is critical when golf putting. The results challenge the predominant view that the QE serves only a pre-programming function. We propose that the different proportions of the QE (before and during movement) may serve different functions in supporting accuracy in golf putting.  相似文献   

Ethnic Mother Tongues as Languages of Instruction in the Canadian Classroom     

Don Dawson 《Equity & Excellence in Education》2013,46(1-6):229-234

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Reviews     

Pat Sadler  Garry Hornby  Gordon Dimmock  Don Baines  Gill Collins 《Pastoral Care in Education》2013,31(1):52-55

Pat Sadler, Hiroshima Shudo University, The Caring Child by Nancy Eisenberg. Cambridge, Mass, and London: Harvard University Press, 1992, hb ISBN 0 674 09725 4, pb ISBN 0 674 09726 2, US$8.95

Garry Hornby, University of Hull, Youth in Trouble: Educational Responses, by J. F. Schostak. London: Kogan Page, 1991. 192pp., pb. ISBN 0 7494 0372 1, np

Gordon Dimmock, Harold Hill Community School, Havering, ‘Some Way to Go’: A Pilot Study on the Appraisal of Educational Resources on Leaving Home and Homelessness, Leaving Home Project. London: Information Services Charity Limited, 1987. 56pp., £4.95

Gordon Dimmock, Harold Hill Community School, Havering, Experimental Project. Final Report, Leaving Home Project. London: Information Services Charity Limited, 1991. 30pp., £6

Gordon Dimmock, Harold Hill Community School, Havering, ‘Making the Break’: Choices and Decisions Facing Young People Leaving Home, by Philip Hope, edited by Catherine ByGott. London: CSV Advisory Service and Leaving Home Project, 1989. 157pp. plus VHS video ‘Cutting Loose’, 20 min., CSV, 1988. ISBN 0 907829 57 0, £28.25+£2.40 p. & p.

Don Baines, Anglia Polytechnic University, Teacher Training in Secondary Schools, by Rowie Shaw. London: Kogan Page Limited, 1992. 162pp., pb ISBN 0 7494 0637 2, £14.95

Gill Collins, Sovereign Centre Tutorial Unit, Issues: A Cross-Curricular Course for PSE, by John Foster. Hammersmith: Collins Educational, 1992. Pupil Book One, ISBN 0 00 327334 2, £4.95; Teachers Resources One, ISBN 0 00 327339 3, £7.25; Pupil Book Two, ISBN 0 00 327335 0, £4.95; Teachers Resources Two, ISBN 0 00 327340 7, £7.25; Pupil Book Three, ISBN 0 00 327336 9, £4.95; Teachers Resources Three, ISBN 0 00 3273415, £7.25; Pupil Book Four, ISBN 0 00 327337 7, £5.50; Teachers Resources Four, ISBN 0 00 327342 3, £7.95; Pupil Book Five, ISBN 0 00 327338 5, £5.50; Teachers Resources Five, ISBN 0 00 327343 1, £7.95  相似文献   

Strengthening Emotional Development: An Interview With Child Psychiatrist Joan Luby     

Don Ambrose 《Roeper Review》2013,35(3):212-213

Metacognition is an important component of advanced intellectual performance and, therefore, has been proposed to be more advanced in intellectually gifted than average children. However, existing research comparing gifted to average children's metacognitive abilities does not support this idea uniformly. Compared to average children, gifted children appear to have generally better declarative metacognitive knowledge and better ability to transfer strategies to situations distinct from those in which the strategy was learned. However, gifted children do not demonstrate consistently better strategy use, maintenance, or near transfer compared to average children. Nor do they display better cognitive monitoring ability compared to average children. Metacognition appears to be important to the development of high achievement in a domain. We argue that metacognitive abilities might be incorporated as additional criteria for entry into programs for the gifted beyond standard intelligence measures. Several identification methods which include metacognitive information are discussed.  相似文献