Phenomenal permanence and the development of predictive tracking in infancy     

Bertenthal BI  Longo MR  Kenny S 《Child development》2007,78(1):350-363

The perceived spatiotemporal continuity of objects depends on the way they appear and disappear as they move in the spatial layout. This study investigated whether infants' predictive tracking of a briefly occluded object is sensitive to the manner by which the object disappears and reappears. Five-, 7-, and 9-month-old infants were shown a ball rolling across a visual scene and briefly disappearing via kinetic occlusion, instantaneous disappearance, implosion, or virtual occlusion. Three different measures converged to show that predictive tracking increased with age and that infants were most likely to anticipate the reappearance of the ball following kinetic occlusion. These results suggest that infants' knowledge of the permanence and nonpermanence of objects is embodied in their predictive tracking.  相似文献   

Time for inclusion?     

Matthew Krehl Edward Thomas  Benjamin Jay Whitburn 《British Journal of Sociology of Education》2019,40(2):159-173

This article examines the constraints of modern temporality which are antithetical to the careful consideration that working with diverse learners requires for the development of inclusive, democratic education. We take up the conceptual construct of time to explore how it mediates systemic practices that impact policy positions of inclusion in initial teacher education and schooling. Our analysis demonstrates that temporality shapes the possibilities of inclusive practice within which a dominant agenda of compliance frames classroom complexities – both in schooling and higher education environments – into fragmented and preconceived responses to challenging situations. Education systems position educators in risk discourses concentrated on compliance and performance, in part through an emphasis that is placed on the diagnosis of learner differences and subsequent compartmentalised responses. Through schisms in modern time, we demonstrate the ways in which inclusion, like other educational demands, may be supported through a diffraction in time rather than subjugated to it.  相似文献   

Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption     

Rees Lewis  Daniel G.  Gerber  Elizabeth M.  Carlson  Spencer E.  Easterday  Matthew W. 《Educational technology research and development : ETR & D》2019,67(4):953-982

Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,...  相似文献   

Of Discomfort and Disagreement: Unclaimed Bodies in Anatomy Laboratories at United States Medical Schools     

Ilan Caplan  Matthew DeCamp 《Anatomical sciences education》2019,12(4):360-369

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Book Reviews     

Matthew Del Nevo  Wilma Vialle 《Educational Media International》2013,50(3-4):347-349

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Managing Reform: Lessons from Urban High Schools     

Karen Seashore Louis  Matthew B. Miles 《School Effectiveness & School Improvement》2013,24(2):75-96

ABSTRACT

American high schools present an extremely difficult, nearly intractable setting for serious educational reform efforts. Yet such efforts can succeed. This article reports results from a survey of 179 urban comprehensive high schools that were successfully implementing change programs based on effective schools principles.

All schools encountered problems of implementation. Larger‐scale, instructionally‐oriented, and longer‐lasting programs induced more problems. Problems were only moderated, not eliminated, by good‐quality planning.

Given the problem‐richness of change efforts, the major determinant of successful implementation was good problem‐coping. It was made more likely by the presence of consensus (shared vision), support of key stakeholders in and out of the school, planning quality, external assistance, and administrative time spent. Case studies showed that the presence of an empowered change management group aided all these critical factors.

Schools with the most impact (defined as student outcomes, teacher improvement, and organizational improvement) had focused on teacher or organizational changes to begin with, coped with the inevitable problems well, had internal and external constituencies supporting the change effort, and sustained the work for a longer period of time (typically 4‐5 years).

The key variables appear to form a coherent causal network. Implications for change management are drawn.  相似文献   

TALKING ABOUT OUR TROUBLES: USING VIDEO-BASED DIALOGUE TO BUILD PRESERVICE TEACHERS' PROFESSIONAL KNOWLEDGE     

Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163

This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development.  相似文献   

Counsel to Love     

Matthew Krim 《The Educational forum》2013,77(3)

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Comparison of force-related performance indicators between heavyweight and lightweight rowers   总被引：1，自引：0，他引：1  

Doyle MM  Lyttle A  Elliott B 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):178-192

The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity.  相似文献   

The Plight of the “Able Student”: Ruth Wright Hayre and the Struggle for Equality in Philadelphia's Black High Schools, 1955–1965     

Matthew Delmont 《History of education quarterly》2010,50(2):204-230

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