The Impact of Tier 2 Mathematics Instruction on Second Graders with Mathematics Difficulties     

Minyi Shih Dennis  Robin Drogan 《Exceptionality》2013,21(2):124-145

Although research on Tier 2 interventions for early mathematics is accumulating, such efforts remain far behind those for reading, especially regarding specific features such as the ideal time to begin an intervention. The present study investigated the effectiveness of a Tier 2 intervention using a single subject multiple baseline, across-groups design with two cohorts of second graders. Because the two cohorts of students were given the intervention at different times during the second grade year, the study also documented whether the timing of the intervention affected acquisition and retention of second grade mathematics competencies. Finally, the study tracked student performance up to the first semester of the third grade year to document any sustained effects. The results show that the supplemental intervention was effective for both cohorts, but differences in performance indicate that the timing of the intervention may affect the degree of success. In addition, for some participants, the positive effects of the intervention were sustained into the third grade year.  相似文献   

What stories do I tell now? New times and new narratives for the adult educator     

Richard Edwards  Robin Usher 《International Journal of Lifelong Education》2013,32(3):216-229

Globally, the world of adult education has been much transformed in recent years. While there has been an expansion in the provision made available to adults, the profile of that provision has shifted with a greater emphasis placed on work‐related and certificated education and training, and an increased diversity in learning settings. This has led to a sense of crisis over the meaning of adult education as a specific form of provision and what it means to be an adult educator.

This article examines the ways in which these changes have found expression in the narratives through which adult educators construct their practices and experiences as meaningful. We argue that there is an interaction between the impact of contestation and change in the field of adult education and learning, its narrative or story‐telling practices and the processes by which the identities of adult educators are formed. We examine the significance of this interaction by drawing on three inter‐related themes‐‐the so‐called turn to textuality, the changes taking place in the economy and the organisation of work including the work of adult educators, and contemporary debates over (post) modern identities. In this way, we demonstrate the significance of new theoretical perspectives in providing insights into the contemporary condition of adult educators.  相似文献   

Doing a computer-based demonstration? There may be a better way     

Robin Peek  Assistant Professor  Allison Powers  Head of Cataloging 《The Journal of Academic Librarianship》1995,21(6)

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Energy cost of different skating techniques in cross-country skiing     

Millet GP  Boissiere D  Candau R 《Journal of sports sciences》2003,21(1):3-11

The aims of this study were to compare the aerobic energy cost of four 'on-snow' skating techniques in cross-country skiing and to examine the relationships between performance and aerobic energy cost. Twelve male skiers from recreational to national standard performed four level skating trials of 6 min duration in random order, each at the same submaximal velocity but with a different skating technique: (1) 'offset' (V1), using a double asymmetrical and asynchronous pole plant as weight is transferred to one ski; (2) 'two-skate' (V2A), where the pole plant is symmetrical; (3) 'one-skate' (V2), where there is a pole plant as weight is transferred to each ski; and (4) 'conventional', without poles. Oxygen uptake (VO2), pulmonary ventilation, the respiratory exchange ratio and heart rate were measured using a K4(b2) portable gas analyser. The aerobic energy cost (VO2/mean speed) and heart rate were higher (P < 0.05) in the one-skate than in the offset condition. This may be explained by the greater and more efficient use of the upper body and the lower variation in centre of gravity velocity in the offset condition. The aerobic energy cost was 5-9% higher (P < 0.01) in the conventional than in the other techniques, probably because of the shorter duration of propulsive forces within a cycle in the conventional skating condition. Moreover, in ski skating, the mechanical efficiency (propulsive forces/total forces) was shown to be higher in the upper than in the lower limbs. The correlation coefficient between performance and aerobic energy cost was significant in the two-skate (r = 0.68, P = 0.02), one-skate (r = 0.72, P = 0.01) and conventional (r = 0.62, P = 0.04) conditions, but not in the offset condition (r = 0.50, P = 0.10). Our results stress the importance of the upper body component in cross-country skiing and that the aerobic energy cost discriminates between skiers of different standards.  相似文献   

Public Choices and Social Learning: The New Multimedia Technologies in Europe     

Robin Williams 《The Information Society》2000,16(4):251-262

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Talk in Eleven Year Old Children's Response Groups     

Robin J. Dixon 《English in Education》1985,19(2):36-44

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Basecamp     

Robin Featherstone 《Journal of the Medical Library Association》2009,97(1):67

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Checking and adjusting the lens: case study clearance     

Robin Yeomans 《Cambridge Journal of Education》1987,17(2):89-90

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#MeToo,sexual harassment: an article,a forum,and a dream for the future     

Robin Patric Clair  Nadia E. Brown  Debbie S. Dougherty  Hannah K. Delemeester  Patricia Geist-Martin  William I. Gorden 《Journal of Applied Communication Research》2019,47(2):111-129

#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement.  相似文献   

Theoretical Frameworks of Performance‐Based Models     

Robin Tamez 《Performance Improvement》2016,55(6):19-24

The purpose of this article is to highlight theories that support the functions of performance‐based design models and to discuss the implications of integrating divergent models into the system‐oriented human performance technology (HPT) and performance improvement (PI) disciplines. HPT, PI, and instructional systems design (ISD) share a systems framework, along with the influence of common theories such as performance theory, learning theory, adult learning, cognitive psychology, and behavioral psychology (Foshay, Villachica, & Stepich, 2014). This article focuses on the role of theory as a tool in the practitioner's toolbox and as a connection point when working with teams and organizations that have different theoretical orientations. Performance‐based ISD models are discussed, including Robinson and Robinson's (1989) Training for Impact, Brethower and Smalley's (1998) Performance‐Based Instruction, and Bradford and Boler's (2015) Horizon Model. Allen and Sites's (2012) successive approximation model (SAM) retains elements of ADDIE as a process, but the model is iterative rather than systematic in design.  相似文献