Teachers' perceptions of behaviorally disordered students in a variety of settings     

L M Bullock  E L Zagar  C A Donahue  G B Pelton 《Exceptional children》1985,52(2):123-130

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Response-cost punishment with pigeons: Further evidence of response suppression via token loss     

Raiff BR  Bullock CE  Hackenberg TD 《Learning & behavior》2008,36(1):29-41

Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results support the conclusion that contingent token loss serves as an effective punisher with pigeons.  相似文献   

Lecture-driven instruction     

Donald Bullock 《Performance Improvement》1980,19(3):15-30

INSTRUCTION, LECTURE-DRIVEN–a form of instruction in which the major activity is that of a seated or standing or walking around or even rolling around instructor talking to a group of students; may include occasionally any of the following–answering/asking questions, commenting on student's answers to questions, writing on chalkboard/easel pad, displaying a visual (e. g., slide, transparency), demonstrating a procedure while pointing out its main features, or doing the same for equipment or job aids or refereence material, and so on.  相似文献   

On the “art & craft” of technological compromise     

Donald H. Bullock 《Performance Improvement》1978,17(1):15-16

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NSPI speaker's bureau     

Donald Bullock 《Performance Improvement》1978,17(8):7-7

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The committee on the library     

Charles Bullock 《Journal of The Franklin Institute》1890,129(2):161-162

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Entertainment or blackface? Decoding Orientalism in a post-9/11 era: Audience views on Aladdin     

Katherine Bullock  Steven Zhou 《Review of Education, Pedagogy & Cultural Studies》2017,39(5):446-469

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Students’ Perceptions of Coursework in the GCSE: the effects of gender and levels of attainment     

K. N. Bishop  K. Bullock  S. Martin  J. J. Thompson 《Educational studies》1997,23(2):295-310

Summary Coursework is an integral part of the GCSE framework, valued for its motivational qualities and its curricular validity. It is a common perception, widely reported in the national press and educational media, that coursework can be held at least partly accountable for differential performances at GCSE; coursework, it is argued, advantages girls. This article reports on an analysis of data arising from a project which offered an opportunity to study current and post-GCSE students’ perceptions of coursework. The outcomes indicate that, when categorised by their relative levels of attainment, girls’ and boys’ perceptions show limited evidence of homogeneity. In other words, to suggest that girls’ and boys’ perceptions of coursework are a function of gender is a gross over-simplification. Other factors are at play and further, more specific and tailored research is essential if we are to understand how best to optimise the benefits that are claimed for coursework.  相似文献   

Work placement experience: should I stay or should I go?   总被引：1，自引：1，他引：0  

Kate Bullock  Virginia Gould  Momna Hejmadi  Gary Lock 《高等教育研究与发展》2009,28(5):481-494

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences.  相似文献   

Characteristics of the start in women's World Cup skeleton     

Nicola Bullock  David T. Martin  Angus Ross  Doug Rosemond  Terry Holland  Frank E. Marino 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):351-360

This study characterizes key elements of the start in elite female World Cup skeleton athletes. The top 20 female competitors in three World Cup races were videotaped within a calibrated space to allow the following components of the start to be quantified: (1) acceleration (velocity at 15-m mark, time to 15-m mark), (2) capacity (time to load, total number of steps to load), and (3) load (velocity at 45-m mark). A correlation analysis was used to establish the relationship between the variables of interest and overall start time (15- to 65-m mark). Velocity at the 15-m mark accounted for 86% of the variance in overall start time at St. Moritz and 85% at Sigulda. A stepwise regression analysis revealed that approximately 89% of the variation in start time could be explained by velocity at the 15-m mark, time to load, and velocity at the 45-m mark. Of the variables analysed in this study, rapid acceleration to attain a high velocity at the 15-m mark was the most important component of a fast overall start time. The importance of the time to load and velocity at the 45-m mark vary according to the different track characteristics.  相似文献