title: Precision Teaching: Fast Practice or Merely More Practice Results in Better Learning?

authors: Kong, Xiuyan

subjects: precision teaching

abstract: Doughty, Chase and O'Shields (2004) reviewed the Precision Teaching literature which they point out claimed that Precision Teaching is superior in producing learning outcomes and they posed concerns about the lack of well designed research to support these claims. One issue of concern was in much of the research Precision Teaching involved more practice than the teaching method to which it was compared. This present research aimed to compare the effects of fast practice and slow practice on learning three sets of 20 statistics definitions by tertiary students using a within-subject design. Following Doughty et al.'s (2004) suggestions, the amount of practice of the three sets of definitions was matched. All three sets were learned to some degree of accuracy before practice started. One set was practiced fast and another set was practices slowly and accurately over the same time period and until the fast practice set met a rate aim of 30 correct per min, the third set was practiced slowly and accurately for the same number of trials after this.  There were non-timed tests of all sets of definitions prior to the start of any practice, after the rate aim was achieved, after the second slow practice finished and four weeks later. The amount of feedback for fast practice and the first slow and accurate practice was matched, but less feedback was provided for the second slow practice set.  Three of the initial eight participants completed all experimental conditions. Results showed that response latencies to complete a response became shorted with both types of practice over practice but were shorter for the fast practiced items than for the slowly practiced items during the practice periods. The tests showed that accuracy was high after the extended practice and after four weeks no practice, regardless the method of practiced. The types and amount of feedback did not appear to have any effect on the learning outcome. Limitations that prevented a firm conclusion were discussed.

text: Precision Teaching: Fast Practice or Merely More Practice Results in Better Learning? Doughty, Chase and O'Shields (2004) reviewed the Precision Teaching literature which they point out claimed that Precision Teaching is superior in producing learning outcomes and they posed concerns about the lack of well designed research to support these claims. One issue of concern was in much of the research Precision Teaching involved more practice than the teaching method to which it was compared. This present research aimed to compare the effects of fast practice and slow practice on learning three sets of 20 statistics definitions by tertiary students using a within-subject design. Following Doughty et al.'s (2004) suggestions, the amount of practice of the three sets of definitions was matched. All three sets were learned to some degree of accuracy before practice started. One set was practiced fast and another set was practices slowly and accurately over the same time period and until the fast practice set met a rate aim of 30 correct per min, the third set was practiced slowly and accurately for the same number of trials after this.  There were non-timed tests of all sets of definitions prior to the start of any practice, after the rate aim was achieved, after the second slow practice finished and four weeks later. The amount of feedback for fast practice and the first slow and accurate practice was matched, but less feedback was provided for the second slow practice set.  Three of the initial eight participants completed all experimental conditions. Results showed that response latencies to complete a response became shorted with both types of practice over practice but were shorter for the fast practiced items than for the slowly practiced items during the practice periods. The tests showed that accuracy was high after the extended practice and after four weeks no practice, regardless the method of practiced. The types and amount of feedback did not appear to have any effect on the learning outcome. Limitations that prevented a firm conclusion were discussed.

year: 2009

title: Book Review Essay: Reimagining the subject of feminism: Six women artists

authors: Middleton, Sue

abstract: Maria Tamboukou is a Reader in Sociology and Co-Director of the Centre of Narrative Research at the University of East London,  UK. A trans-disciplinary feminist writer, Tamboukou is known for imaginative conceptual assemblages in the study of narrative texts. Influenced by Hannah Arendt and Adriana Cavarero, she argues: “narratives foreground the question of Who one is, as differentiated from the Western (male) philosophical tradition that has revolved around the question of What one is” (Tamboukou, 2010a: 13). “Who” one is, however, is never fixed, never stable, always in process – in Deleuzian terms, nomadic. Citing Rosi Braidotti, (Tamboukou 2010a: 84) defines nomadic subjects as always in transition, characterised not by homelessness but by “their ability to create their homes everywhere” in the process of becoming.

text: Book Review Essay: Reimagining the subject of feminism: Six women artists Maria Tamboukou is a Reader in Sociology and Co-Director of the Centre of Narrative Research at the University of East London,  UK. A trans-disciplinary feminist writer, Tamboukou is known for imaginative conceptual assemblages in the study of narrative texts. Influenced by Hannah Arendt and Adriana Cavarero, she argues: “narratives foreground the question of Who one is, as differentiated from the Western (male) philosophical tradition that has revolved around the question of What one is” (Tamboukou, 2010a: 13). “Who” one is, however, is never fixed, never stable, always in process – in Deleuzian terms, nomadic. Citing Rosi Braidotti, (Tamboukou 2010a: 84) defines nomadic subjects as always in transition, characterised not by homelessness but by “their ability to create their homes everywhere” in the process of becoming.

year: 2011

title: Political critique and genealogical vision in te oriori a Rihi Puhiwahine, 1870s

authors: Iti Prendergast, Sam

abstract: Long before twentieth-century scholars developed the language to describe 'settler colonialism', nineteenth-century Māori writers, composers, and storytellers critiqued British imperialism and theorized colonial violence. In mōteatea, letters, and kōrero heke iho (narratives passed down), tūpuna Māori asked what British colonial settlement would mean for te ao Māori, the Māori world. As they reflected on the changes wrought by imperialism, tūpuna offered guidance for future uri (descendants). This is an article about the ways that one wahine Māori critiqued colonization and imagined Māori futures in the context of mid-nineteenth-century colonial invasion. More specifically, it is an article about how Rihi Puhiwahine, a renowned composer, guided her descendants through a world disfigured by British imperialism.

text: Political critique and genealogical vision in te oriori a Rihi Puhiwahine, 1870s Long before twentieth-century scholars developed the language to describe 'settler colonialism', nineteenth-century Māori writers, composers, and storytellers critiqued British imperialism and theorized colonial violence. In mōteatea, letters, and kōrero heke iho (narratives passed down), tūpuna Māori asked what British colonial settlement would mean for te ao Māori, the Māori world. As they reflected on the changes wrought by imperialism, tūpuna offered guidance for future uri (descendants). This is an article about the ways that one wahine Māori critiqued colonization and imagined Māori futures in the context of mid-nineteenth-century colonial invasion. More specifically, it is an article about how Rihi Puhiwahine, a renowned composer, guided her descendants through a world disfigured by British imperialism.

year: 2024