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1.
This is a sequel to previous theoretical papers (Gamliel, Reichental, & Eyal, 2007a, 2007b) that proposed a Model of Knowledge in Volume 33 of this journal. The study examines the effects of digital education on intergenerational empowerment and social interaction among participants in the Israeli Multigenerational Connection Program (MCP). The program pairs seniors and children in computer-room activities at primary schools and encourages both groups to benefit by learning from each other. Findings from feedback questionnaires, field observations, and semistructured interviews show that the MCP was successful in building an intergenerational bridge. The flexible structuring of the roles of teacher and pupil contributed to participants' satisfaction with the program, and the intergenerational knowledge exchanges empowered both groups and allowed them to reach out to each other. Implications for educators, both in the community and in mainstream schools, are discussed. 相似文献
2.
This study used statistical simulation to calculate differential statistical power in dynamic structural equation models with groups (as in McArdle & Prindle, 2008). Patterns of between-group differences were simulated to provide insight into how model parameters influence power approximations. Chi-square and root mean square error of approximation (RMSEA) power approximation procedures were used to compare the effects of parameter manipulations and how researchers should interpret findings. The chi-square power of perfect fit calls for at least 270 individuals to detect moderate differences, whereas the RMSEA procedure of close fit seems to require as many as 1,450 participants. It is shown that parameters that provide input into the change score that the transfer leads to affect power versus indirect pathways. A discussion of differences in approximation values and future research directions follows. 相似文献
3.
The objective of this study was to evaluate the reliability and validity of the Hebrew version of Kogan's (1961) Attitudes Toward Old People scale. A self-administered questionnaire in Hebrew was given to a convenience sample of 300 people under the age of 65 who resided in three neighborhoods in Tel Aviv. The Hebrew version of the Attitudes toward Old People scale demonstrated good psychometric properties. Internal consistency of Cronbach's alpha was high (α = .89). Factor analysis showed five loading factors. The Israeli version of the scale was found to be a valid and reliable instrument for measuring the general population's attitudes toward older people. It can be a useful instrument for studies in Israel as well as for cross-national and comparative studies to assess the degree of ageism towards older people. 相似文献
4.
This study aimed to investigate to what extent reading and spelling share cognitive processes at different phases of literacy acquisition. The contributions of phonological awareness, letter-sound matching skills, and rapid naming (RAN) to spelling and reading were measured in a large sample with Dutch children (N?=?1,284) covering all primary school grades. The results indicated a different developmental pattern for spelling than for reading. At initial phases of literacy acquisition, phonological awareness and letter-sound matching skills contributed to both reading and spelling performance. However, in contrast to the declining influence of phonological awareness and letter-sound matching skills on fluent word reading (see also Vaessen & Blomert, 2010), the contributions of these skills to spelling performance were stable over the years, suggesting an ongoing reliance on orthography/phonology mappings during spelling. RAN did not contribute to spelling performance in any of the grades, in contrast to its strong contribution to reading performance, suggesting that RAN captures a cognitive skill that is unique for reading acquisition. 相似文献
5.
A motor task that requires fine control of upper limb movements and a cognitive task that requires executive processing—first performing them separately and then concurrently—was performed by 18 young and 18 older adults. The motor task required participants to tap alternatively on two targets, the sizes of which varied systematically. The cognitive task required participants to generate a series of random numbers at fixed production rates. Participants' performance on the motor task decreased slightly from single- to concurrent-task condition, and the dual-task cost was age-independent. Older adults showed large cognitive dual-task costs as motor-control demands increased. Younger adults' cognitive performance was not affected by concurrent task demands. These results are discussed in light of the permeation model developed by Baltes and Lindenberger (1997). Practical implications and educational recommendations are presented. 相似文献
6.
This article examines the relationship between epistemic cognition and classroom argumentation practices in elementary science and history. Literature highlights argumentation as a critical epistemic practice for science and history learning (Duschl & J. Osborne, 2002; National Research Council, 2007, 2012). Although there is ample support for argumentation in the teaching of history and science, the specific epistemic issues that students address through this practice are not always empirically documented. We draw on the work of Chinn, Buckland, and Samarapungavan (2011) to examine argumentation practices in science and history in 2 fifth-grade and 2 sixth-grade urban classrooms. Students' and teachers' emergent argumentation practices were coded and analyzed and epistemic reasoning was examined using the 5 components of the Chinn et al. model. Findings highlight that students engaged in complex argumentation practices that were consistent across classrooms. The classroom case examples demonstrate that students addressed all 5 epistemic components in the Chinn et al. model through their argumentation practice. Further research to better understand the relationship between teacher epistemic commitments, pedagogical practices, and student epistemic commitments and learning is suggested. 相似文献
7.
Thomas Kourtessis Nikolaos Tsigilis Maria Maheridou Theodoros Ellinoudis Michael Kiparissis Efthimis Kioumourtzoglou 《Journal of Early Childhood Teacher Education》2013,34(4):276-286
The purpose of this study was to assess the effectiveness of a short intervention program designed to enhance the educators' ability to identify children with developmental coordination disorder (DCD). Twenty early childhood and 20 physical education teachers (n = 40) participated in the study. Participants were randomly assigned into an experimental group (n = 20) and a control group (n = 20). A 3-week intervention program implemented, which comprised of four 2-hour lectures and two practice sections of the same duration and focused on the issue of DCD within the educational setting. After the completion of the program, each educator evaluated four children's motor performance using the Movement Assessment Battery for Children Checklist (Sugden & Sugden, 1991). Subsequently, another assessment took place using the Movement Assessment Battery for Children. The total number of evaluated children was 160. Results showed that the educators who attended the educational program showed higher identification ability. No significant differences were found between physical education and early childhood teachers of the experimental group. On the contrary, in the control group, early childhood teachers exhibited higher identification ability than the physical education teachers. The intervention program significantly enhanced the educators' ability to identify children with DCD. The implication of this study is that the education of school professionals should be a continuous process. 相似文献
8.
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole lessons resulted in positive instructional effects for students with ASD and DD (Ganz, 2007). However, it is not known whether DI is more effective than other language interventions. The purpose of this study was to compare DI to an established intervention, discrete trial teaching. Thirteen students with ASD or participated in the study and data were collected using curriculum-based assessment. An independent samples t-test indicated that there was a statistically significant difference in student performance for the group who received DI. Results and their implications will be discussed. 相似文献
9.
Both ad-hoc robust sandwich standard error estimators (design-based approach) and multilevel analysis (model-based approach) are commonly used for analyzing complex survey data with nonindependent observations. Although these 2 approaches perform equally well on analyzing complex survey data with equal between- and within-level model structures (B. O. Muthén & Satorra, 1995), the performances of these 2 approaches for analyzing multilevel data with unequal between- and within-level structures have not yet been systematically examined. In this study, we extended B. O. Muthén and Satorra's (1995) study by comparing these 2 approaches and an additional model-based maximum model for analyzing multilevel data considering number of clusters, cluster size, intraclass correlation, and the equality of different level structures. The simulation results showed the model-based maximum model generally performed well across conditions. This model is also recommended as an alternative for analyzing nonindependent survey data, especially when the information of the higher level model structure is not known. 相似文献
10.
In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999) dyslexia theory. 相似文献
11.
Michael E. Burns 《Communication quarterly》2013,61(1):99-118
The current study examined the use of narratives as persuasive recruitment tools for universities. This study analyzed students’ perceptions of four universities’ recruitment materials and used Fisher's (1984) narrative paradigm and the concept of regulatory fitas a lens. Student participants perceived narratives as persuasive after they had narrowed down their list of colleges. The results also revealed that stories that represented both the academic and social sides of college helped students visualize themselves at the university and made the idea of higher education more tangible. Five themes are explained and the study concludes with theoretical and practical implications. 相似文献
12.
Andrew Elby 《学习科学杂志》2013,22(1):138-149
Some researchers, including B. K. Hofer and P. R. Pintrich (1997) and W. A. Sandoval (2005), argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995, p. 64). 相似文献
13.
The purpose of this study was to examine the psychometric properties of the Compassionate Love for Close Others and for Strangers and Humanity Scale (Sprecher & Fehr, 2005) among older people. The psychometric properties of the two versions of the scale were analyzed by means of factor analysis, internal consistency, and criterion-related validity methods. The exploratory factor analysis supported a one-dimensional structure of the scale. The Compassionate Love for Close Others and for Strangers and Humanity Scale presented good psychometric properties, with satisfactory levels of internal consistency. The criterion-related validity of the scale was established by correlating compassionate love for others and for humanity with forgiveness, gratitude, and religiosity. Those who experience high levels of compassionate love for close others and strangers/humanity were more likely to report unconditional forgiveness, gratitude, and religiosity. The Portuguese version of the Compassionate Love for Close Others and for Strangers and Humanity Scale seems to be reliable and valid. The significance and limitations of the results are discussed. 相似文献
14.
Diana M. Tribe A. J. Tribe Julie Fitzgerald 《Assessment & Evaluation in Higher Education》1989,14(1):31-39
This paper outlines the research method used in Phase II of the Law Student Assessment Project; it indicates the trend of the results and shows how they relate to the findings of Phase I of the project.(1) 相似文献
15.
Shaping the field: the role of academic journal editors in the construction of education as a field of study 总被引：1，自引：0，他引：1
In a previous British Journal of Sociology of Education article (Nixon & Wellington, 2005) we examined current trends in book publishing and how these have influenced and will influence the construction of the field of educational studies. (The latter study was a follow‐up to an earlier study reported in Nixon [1999].) The present article focuses on journals and their editors and, to a lesser extent, the role that the peer review process plays in shaping the field of educational studies. We use (critically rather than deferentially) notions drawn from the work of Bourdieu (1996)—the ‘field of power’, defining boundaries, systems of dispositions, right of entry and the ‘illusio’—to consider and conceptualise data from interviews with 12 journal editors. Our own position in writing this article is as academic practitioners involved in reading, peer‐reviewing and editing academic journals within the field of educational studies.
The plea is to recognise that the pen is a mighty sword. We are of course embedded in practices and constrained by them. But these practices owe their dominance in part to the power of a normative language to hold them in place, and it is always open to us to employ the resources of our language to undermine as well as to underpin the practices. We may be freer than we sometimes suppose. (Skinner, 2002, p. 7) 相似文献
16.
In this response to Peter Medway's paper, ‘English and Enlightenment’ (Changing English 17:1, 2010), I take issue with little of what he so lucidly writes, except his implicit and occasionally explicit denunciation of Romanticism as the proper basis of English pedagogy. I am concerned in this paper to emphasise the positive aspects of Romanticism in giving a vivid flavour to experience – surely the foundation of any humane values – whilst simultaneously attempting to reposition Romanticism in the direction of Critical Pedagogy. In this venture, I draw especially on William Blake, the subject of a previous exploration in this journal (Stevens, Changing English 7:1, 2000), and Paulo Freire. 相似文献
17.
David Shadinger 《Community College Journal of Research & Practice》2013,37(12):925-935
Use of Internet websites as a communication tool by community college is nearly universal. Exactly what information, functions, and links are offered varies widely among institutions. Research has reported that high school juniors and seniors, prefer to find information on the Internet during their college search process, and Noel Levitz (2006, 2007a, 2007b, 2008, 2009) has repeatedly reported this cohort's desire for electronic-based dialogue with institutional representatives. A survey was conducted to determine the extent to which community colleges incorporate dialogic loops, or two-way communication mechanisms, desired by this key target audience into their websites. A content analysis of the websites was performed using a stratified random sample of 218 community colleges in the nine megastates of California, Florida, Georgia, Illinois, Ohio, Pennsylvania, New York, North Carolina, and Texas (Grapevine, 2009). Nearly all community colleges integrate dialogic loops on their websites, representing 98.6% of the sample (n = 215). The research also found that when community colleges use dialogic loops, they are also highly likely to incorporate Kent and Taylor's (1998, 2002) other theorized public relations, dialogic-related functions, including ease of website navigation, encouraging visitors to return to the website, and providing current and/or recently updated information. Unfortunately, community colleges are falling short in their public relations efforts to offer the type of web-based, dialogue facilitating mechanisms sought by one of their most important publics—prospective students. 相似文献
18.
Katie E. Cherry Professor Susan Brigman Celinda Reese-Melancon Allison Burton-Chase Kayla Holland 《Educational gerontology》2013,39(3):168-178
The purpose of this study was to examine relationships among memory aging knowledge and memory self-appraisal in college students and community-dwelling older adults. Participants completed the Knowledge of Memory Aging Questionnaire ([KMAQ] Cherry, Brigman, Hawley, & Reese, 2003) and the Memory Functioning Questionnaire ([MFQ] Gilewski, Zelinski, & Schaie, 1990). We hypothesized that poorer performance on the KMAQ stereotype scale, suggesting an ageist response bias, would be associated with more negative self-appraisals of memory. Results confirmed that responses on the KMAQ stereotype scale were significantly associated with responses on the MFQ Frequency of Forgetting scale and two shorter scales derived from the full MFQ, the memory self-efficacy scale (Zelinski & Gilewski, 2004), and a revised Seriousness of Forgetting scale after controlling for age and educational level. Implications of these findings for the development of instructional materials to improve memory aging knowledge and memory self-appraisal in adulthood are discussed. 相似文献
19.
Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, &; J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance in 2nd grade. More specifically, we expand on the current literature and evaluate whether 2 types of fine motor skills—fine motor object manipulation and fine motor writing—predict academic achievement above and beyond the effects of demographic characteristics and early language and cognition skills. Results indicate that performance on both fine motor writing and object manipulation tasks had significant effects on 2nd-grade reading and math achievement, as measured by grades and standardized test scores. Stronger effects were yielded for writing tasks compared to object manipulation tasks. Practice or Policy: Implications for researchers and early childhood practitioners are discussed. 相似文献
20.
Catherine Horn Zoë McCoy Lea Campbell Cheryl Brock 《Community College Journal of Research & Practice》2013,37(6):510-526
Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-year campuses across the country. 相似文献