Ski lessons     

Allison Rossett 《Performance Improvement》1989,28(8):33-34

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Instructional technology as link between university and community     

Allison Rossett 《Performance Improvement》1981,20(1):26-28

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Secure Base Provision: A New Approach to Examining Links Between Maternal Caregiving and Infant Attachment     

Susan S. Woodhouse  Julie R. Scott  Allison D. Hepworth  Jude Cassidy 《Child development》2020,91(1):e249-e265

This observational study addressed a critical gap in the understanding of the precursors of infant attachment by examining whether a new conceptualization of maternal caregiving behavior, secure base provision (SBP), explained variance in attachment above and beyond variance explained by sensitivity. Participants included 83 low-socioeconomic status (SES), 4.5-month-old infants (56% male) and their mothers. Infant–mother dyads completed laboratory tasks at 4.5 months and three 30-min home visits between 7 and 9 months, then returned to the laboratory at 12 months for an attachment assessment. Maternal sensitivity did not significantly predict infant attachment security. SBP significantly predicted infant attachment, over and above sensitivity, with an effect size eight times larger than that of sensitivity in meta-analytic findings for low-SES families.  相似文献   

EXAMINING HIGH SCHOOL ANATOMY AND PHYSIOLOGY TEACHER EXPERIENCE IN A CADAVER DISSECTION LABORATORY AND IMPACTS ON PRACTICE     

Allison Mattheis  Debra Ingram  Murray S. Jensen  Jon Jackson 《International Journal of Science and Mathematics Education》2015,13(3):535-559

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Differences between peer victimization in cyber and physical settings and associated psychosocial adjustment in early adolescence     

Allison G. Dempsey  Michael L. Sulkowski  Rebecca Nichols  Eric A. Storch 《Psychology in the schools》2009,46(10):962-972

The increasing use of cyberspace as a social networking forum creates a new medium for youth to become victims of peer aggression. This study used factor analysis techniques to confirm whether survey questions about frequency of cyber victimization formed a distinct latent construct from questions about relational and overt victimization information in a large (N = 1,665) sample of middle school students. A secondary goal was to relate experiences of cyber victimization to symptoms of depression and social anxiety. Results indicate that cyber victimization is separate latent factor from overt and relational victimization. Experiences of cyber victimization were weakly associated with symptoms of social anxiety, but not depression. These results signify that cyber victimization deserves future empirical and clinical attention. © 2009 Wiley Periodicals, Inc.  相似文献   

Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service     

Allison Skerrett  Hannah Sevian 《Cultural Studies of Science Education》2010,5(3):743-766

This article explores aspects of science and mathematics faculty identities and biographies that mediated their involvement in K-12 service. Faculty expressed five motivations for participating in K-12 service—advancing their research agenda, advocating environmental consciousness, desiring to be involved in their children’s schools, aspiring to improve their pedagogical practices and promoting equity and social justice.  相似文献   

Digital Module 06: Bayesian Psychometrics—Posterior Predictive Model Checking https://ncme.elevate.commpartners.com     

Allison Ames  Aaron Myers 《Educational Measurement》2019,38(2):116-117

Drawing valid inferences from modern measurement models is contingent upon a good fit of the data to the model. Violations of model‐data fit have numerous consequences, limiting the usefulness and applicability of the model. As Bayesian estimation is becoming more common, understanding the Bayesian approaches for evaluating model‐data fit models is critical. In this instructional module, Allison Ames and Aaron Myers provide an overview of Posterior Predictive Model Checking (PPMC), the most common Bayesian model‐data fit approach. Specifically, they review the conceptual foundation of Bayesian inference as well as PPMC and walk through the computational steps of PPMC using real‐life data examples from simple linear regression and item response theory analysis. They provide guidance for how to interpret PPMC results and discuss how to implement PPMC for other model(s) and data. The digital module contains sample data, SAS code, diagnostic quiz questions, data‐based activities, curated resources, and a glossary.  相似文献   

An NCME Instructional Module on Item‐Fit Statistics for Item Response Theory Models          下载免费PDF全文

Allison J. Ames  Randall D. Penfield 《Educational Measurement》2015,34(3):39-48

Drawing valid inferences from item response theory (IRT) models is contingent upon a good fit of the data to the model. Violations of model‐data fit have numerous consequences, limiting the usefulness and applicability of the model. This instructional module provides an overview of methods used for evaluating the fit of IRT models. Upon completing this module, the reader will have an understanding of traditional and Bayesian approaches for evaluating model‐data fit of IRT models, the relative advantages of each approach, and the software available to implement each method.  相似文献   

Mentorship programs in academic libraries     

Allison Leaming Malecki  Mimmo Bonanni 《Public Services Quarterly》2020,16(1):35-40

Abstract

Academic librarians new to the profession, or seasoned with mid-career changes, have questions and challenges as they progress in their professional careers. Often, librarians need answers and guidance beyond a supervisor and may seek help from their peers. These mentor-mentee relationships can happen either informally or formally, within their home library, or across the profession. Many academic libraries have mentorship programs in place, but mentorship is not a standardized practice and seldom is a one-size-fits-all program. The library and information science (LIS) literature contain articles that describe and analyze the value of these mentorship programs from a variety of interesting angles.  相似文献   

THE CLASSROOM PASSWORD: A CLASS‐WIDE INTERVENTION TO INCREASE ACADEMIC ENGAGEMENT     

Evan H. Dart  Keith C. Radley  Allison A. Battaglia  Komila Dadakhodjaeva  Kayla E. Bates  Sarah J. Wright 《Psychology in the schools》2016,53(4):416-431

The present study investigated the effectiveness of a novel class‐wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh‐ and eighth‐grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students’ academic engagement, or on‐task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off‐task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class‐wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time.  相似文献