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1.
Abstract

The effect of introducing third graders to the use of separate answer sheets on the Iowa Test of Basic Skills (ITBS) was investigated. Classes of third graders were administered 11 ITBS subscales under one of the following formats: (a) using separate answer sheets without prior practice; (b) using separate answer sheets with practice sessions; or (c) marking answers directly in the test booklet. Students using separate answer sheets without practice were found to score significantly lower than students answering in the test booklet. When the two separate answer sheet conditions were compared, the group with prior practice scored significantly higher than the group without practice. The largest differences occurred with the lower-ability students in this sample, suggesting that these students were both the most adversely affected by the use of separate answer sheets without practice, and the most helped by the practice sessions.  相似文献   

2.
This study explores how positive media messages about sex can lead to better sexual health among young adults (college students at a large university, N = 228) by de-emphasizing sensation seeking, condom embarrassment, and stigma. Employing social learning theory and normative influence frameworks, the research found that college-age women had higher stigma (β =.22, t = 3.37, p <.001 for felt stigma) and lower sensation seeking (β = –.34, t = ?3.17, p <.01). Participants exposed to more media in some forms (e.g., news reading, β = –.131, t = ?1.94, p =.05) had less felt self-stigma. Thus, exposure to media, such as TV and media, and positive messages could encourage healthy sexual behavior in young women (around college age).  相似文献   

3.
Abstract

Extending studies on emotional design in multimedia learning beyond college samples and further considering individual differences, we examined the effects of emotional design on middle school students’ learning and whether this relationship is moderated by learners’ prior knowledge, using a computer-based lesson covering the topic “the formation of lightning.” Participants were middle school students (N?=?124; 58 females; age range 13 to 16) who volunteered to participate with permission. Learners with high prior knowledge (n?=?63) and learners with low prior knowledge (n?=?61) were randomly assigned to one of two instructional design conditions: positive emotional design (colourful and anthropomorphic features) and neutral emotional design (grey and non-anthropomorphic features). The results showed that the positive emotional design operationalised via visual elements did not induce more positive emotions than the neutral design group, although there was a trend towards facilitating more learning transfer (η2p?=?.02, p?=?.098) and increasing the mental effort of learners with low prior knowledge (η2p = .03, p?=?.06). There was a tendency for learners with high knowledge to perceive higher mental effort (η2p?=?.03, p?=?.06), satisfaction (η2p = .05, p?=?.01) and achieve better transfer scores (η2p = .03, p?=?.087) compared with those learners with low knowledge. These findings suggest that positive emotional design should be cautiously applied in multimedia learning for middle school students. Individual differences must be considered in instructional design in a multimedia learning environment.  相似文献   

4.
《教育实用测度》2013,26(2):129-161
The purpose of this study was to address the effectiveness of a Spanish-English dual-language test booklet in 8th-grade mathematics. This study used analyses of test data (n = 402) as well as information gathered through focus groups (n = 68) and cognitive interviews (n = 18) to assess the accuracy and utility of the dual-language format as a testing accommodation. The data indicate that the translation procedures were effective and that the 2 test booklet formats were comparable once English-language proficiency and language used to answer the test were accounted for. Students found the dual-language format to be very useful, and no undue advantage appeared to be accorded to students given the dual-language booklet over the English-only booklet. In our discussion, we address translation issues and the challenges in accurately identifying students who should receive language accommodations.  相似文献   

5.
Abstract

The author predicted that Zoo Atlanta visitors who had interactive experience with the zoo's elephant demonstration and bio-fact program would be more likely to actively support elephant conservation than those who simply viewed the animals in their exhibit and read graphics. The survey instruments used in this research consisted of 25 closed-ended questions, petitions, and conservation-action solicitation cards. A random sample of 471 zoo visitors was selected, and 350 individuals completed the survey, signed petitions, and took solicitation cards. The overall return rate of the solicitation cards was 18.3%; the return rate was higher for visitors who had higher levels of interaction with the elephant exhibit. The return rates by experience were highest—29.7%, high—20.3%, undetermined—14.8%, low—14.3%, and lowest—11.6%. For the five categories of experience, the distribution of return rates was not random, χ2(4,N = 64) = 9.88, p < .04.  相似文献   

6.
Abstract

A comparison of student learning outcomes between distance education and campus-based nursing students in a mental health course working toward registered nurse (RN) licensure in a baccalaureate (BS) degree program is presented. Learning outcomes were evaluated using results from a commercially developed content mastery test taken by students who completed a sophomore-level mental health course. Results utilizing independent t test analysis of archival data indicated no statistically significant differences between the distance education students and the campus-based students in either initial knowledge prior to the mental health course or in the educational effectiveness of the distance education and classroom-based delivery.  相似文献   

7.
Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video-based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video-based flipped class instruction had limited capability to strengthen the learning motivation of students.  相似文献   

8.
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed.  相似文献   

9.
This study aimed at identifying the differences between a flipped classroom and a non-flipped classroom instructional model, based on the Self-Determination Theory (SDT). This study employed a mixed-method research approach, using post-tests, questionnaires and focus group interviews during the data collection process. Sixty-one students were the respondents involved in a non-randomised experiment with a control group design, while 10 representative students participated in a focus-group discussion. The results reported that post-test 1 showed no significant difference between the two groups of flipped and non-flipped classroom instruction (t = 1.68, p = .474), while post-tests 2 and 3 were significantly different (t = 5.54, p = .007 < .05) and (t = 10.17, p = .001 < .05). This finding shows that students in the flipped learning environment were more competent handling online tasks and activities, and were able to control their learning outcomes. The survey results showed that the flip-class setting fostered better peer interaction and autonomous learning skills among the students. The flip-class environment had also a positive influence on students’ intrinsic motivation. The qualitative findings from the students’ interviews revealed that students were motivated by the video-recorded lectures, self-regulated learning environments, engagement in class activities and peer interaction. Conclusions from this study showed that the flip-class setting had successfully established the basic psychological needs of SDT, namely: competency, autonomy and relatedness in a flipped classroom model.  相似文献   

10.
Abstract

Researchers have argued that media exposure involving criminal justice can influence perceptions of police, but empirical research is decidedly mixed. Additionally, some scholars argue that media effects depend on audience characteristics. However, the moderating role of academic major remains unexplored. Using a laboratory-style randomized experiment (N?=?270), the current study examines the impact of media exposure that contains conflicting images of the police on perceptions of police and if this effect varies depending on academic majors by performing a series of paired t-tests, independent-samples t-tests, and a mixed between-within subjects analysis of variance. Findings show that exposure to mixed images of the police dampens confidence in the police, but this effect is pronounced among non-CJ majors compared to CJ majors. Expanding our knowledge base in differential media effects between CJ majors and non-CJ majors can offer useful insights into future CJ curricula.  相似文献   

11.
Abstract

The traditional methods of interpretation have placed most of the emphasis on presentation, form, and accuracy of content. These points remain important, but if the audience to whom the program is directed is not understood, the program will be a failure. There is a diversity of people found in recreation areas. Recent efforts in interpretive research have emphasized the need to include the audience as a factor in interpretive planning. This paper has been concerned with one such audience, the handicapped, and its purpose is to provide interpretive suggestions based on knowledge of their individual requirements.

One cannot conclude that because people have some physical or mental impairment, their needs for outdoor recreation, or abilities to benefit from it, are impaired. Rather, variations in interpretive approaches are required to match these unique visitors with a message. In many cases very little modification will be required.

Blind: As only five to ten percent of blind people read Braille, information can be best presented by way of sound, such as by use of cassette tape players. No special guiding apparatus is necessary; they move throughout the rest of the world without guide ropes or kickrails, and the interpretive setting is no different.

Deaf: If interpreters would use fingerspelling or some sign language, they could make some of their programs available to deaf persons.

Deaf-Blind: Because deaf-blind visitors would usually be accompanied by someone who is not handicapped, no special accommodations are necessary.

Mentally Retarded: Interpretation that is geared to their particular level of comprehension and which allows total personal involvement is the most satisfactory.

Ambulatory Limitations: Facilities made accessible and navigable is all that is necessary.  相似文献   

12.
ABSTRACT

Effective strategies that bring health promotion messages to older adults in a developing country are needed. To evaluate the impact of various education media upon changes in knowledge and health behavior, a double-blind, randomized controlled trial was conducted involving 1,268 older adults in a southwest Bangkok suburb. Group teaching supplemented by a video program was provided in the communities. A simplified booklet and an audiotape containing the same health education information as in the videotape were given to the older adults for self-study. Health knowledge was assessed before the health education program. Identical assessment was performed again 3 months after the intervention. The quadriceps exercise and Cawthorne-Cooksey head-and-neck-balance exercise—representing changes in health promotion behavior—were also evaluated. Those who attended the group-teaching program had higher test scores than the control group. Only those who both read the booklet and listened to the audiotape in the intervention group gained more knowledge than the control group. The combination of group teaching supplemented by the video program and self-study using the booklet and audiotape was effective in improving health knowledge and behavior.  相似文献   

13.
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14.
Abstract

Higher education is moving toward increased online and blended learning formats; however, finding useful resources for such teaching can be challenging. One useful device for integrating multimedia in online and blended teaching is the open video repository (OVR), which principally provides freely accessible curated videos and also often suggestions for applying these videos to student learning. From a review of leading online sources in the social and natural sciences, this article describes the foundational OVR environment and acts as an initial guide for those interested in using OVRS.  相似文献   

15.
Mucoepidermoid carcinoma undergoes uniquely vigorous angiogenic and neovascularization processes, possibly due to proliferation of vascular endothelial cells (ECs) induced by mucoepidermoid carcinoma cells (MCCs) in their three-dimensional (3D) microenvironment. To date, no studies have dealt with tumor cells and vascular ECs from the same origin of mucoepidermoid carcinoma using the in vitro 3D microenvironment model. In this context, the current research aims to observe neovascularization with mucoepidermoid carcinoma microvascular ECs (MCMECs) conditioned by the microenvironment in the 3D collagen matrix model. We observed the growth of MCMECs purified by immunomagnetic beads and induced by MCCs, and characteristics of tubule-like structures (TLSs) formed by induced MCMECs or non-induced MCMECs. The assessment parameters involved the growth curve, the length, the outer and inner diameters, and the wall thickness of the TLSs, and the cell cycle. Results showed that MCCs induced formation of the TLSs in the 3D collagen matrix model. A statistically significant difference was noted regarding the count of TLSs between the control group and the induction group on the 4th day of culture (t=5.00, P=0.001). The outer and inner diameters (t 1=5.549, P 1=0.000; t 2=10.663, P 2=0.000) and lengths (t=18.035, P=0.000) of the TLSs in the induction group were statistically significant larger than those in the control group. The TLSs were formed at the earlier time in the induction group compared with the control group. It is concluded that MCCs promote growth and migration of MCMECs, and formation of the TLSs. The 3D collagen matrix model with MCMECs induced by MCCs in the current research may be a favorable choice for research on pro-angiogenic factors in progression of mucoepidermoid carcinoma.  相似文献   

16.
The WISC-R and the Fourth Edition of the Stanford-Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2-point difference between the mean SB: FE Composite score and the mean WISC-R Full Scale score was found, (r = .393, p. ⩽ .01), the t test between the two scores was significant (t = 2.30, p ⩽ .05). Correlations between the three scales of the WISC-R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC-R Verbal) to .599 (SB: FE Short-Term Memory with WISC-R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any of the WISC-R scores.  相似文献   

17.
With the number and scope of environmental challenges continuing to increase, an understanding of the effectiveness of conservation programs is essential in order to allocate limited resources. This paper examines the effectiveness of environmental education within a zoo setting, focusing on the role of learners’ identity-related motivation. Results from survey (n = 296) and interview (n = 116) data collected from visitors to the Toronto Zoo suggest that education success is dependent on visitors’ dominant motivation, with preliminary data suggesting that Spiritual Pilgrims and Experience Seekers demonstrate greater gains in knowledge of environmental issues compared with Facilitators. Given that most zoo visitors fell into this Facilitator group, this finding may have an effect on future zoo management decisions. In addition, the proportion of visitors falling into each motivation group was significantly different than those previously found in the United States (p = 0.05), suggesting that zoo education strategies developed internationally may not be directly transferable to the Toronto Zoo.  相似文献   

18.
A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children’s early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < .00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < .00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < .00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers.  相似文献   

19.
This article describes the REREFACT R package, which provides a postrotation algorithm that reorders or reflects factors for each replication of a simulation study with exploratory factor analysis (EFA). The purpose of REREFACT is to provide a general algorithm written in freely available software, R, dedicated to addressing the possibility that a nonuniform order or sign pattern of the factors could be observed across replications. The algorithm implemented in REREFACT proceeds in 4 steps. Step 1 determines the total number of equivalent forms, I, of the vector of factors, η. Step 2 indexes, i = 1, 2 … I, each equivalent form of η (i.e., ηi) via a unique permutation matrix, P (i.e., Pi). Step 3 determines which ηi each replication follows. Step 4 uses the appropriate Pi to reorder or re-sign parameter estimates within each replication so that all replications uniformly follow the order and sign pattern defined by the population values. Results from two simulation studies provided evidence for the efficacy of the REREFACT to identify and remediate equivalent forms of η in models with EFA only (i.e., Example 1) and in fuller parameterizations of exploratory structural equation modeling (i.e., Example 2). How to use REREFACT is briefly demonstrated prior to the Discussion section by providing annotations for key commands and condensed output using a subset of simulated data from Example 1.  相似文献   

20.
ABSTRACT

The authors examine a model of visitor engagement that has been in development over the past 3 years at the Smithsonian Institution. A total of 390 visitors comprised the sample with a subsample (n = 102) of visitors who were tracked through an exhibit in the National Museum of Natural History. A 5-factor visitor preference model was tested (idea, people, object, physical, and reflective). A 4-factor model was retained, and factor scores were linked to tracking data. Results from the tracking model indicate that the preference scores are associated with and predictive of behavioral patterns within the exhibit.  相似文献   

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