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ABSTRACTResearch in learning progressions (LPs) has been essential towards building understanding of how students’ ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of progression webs to model connections within and between related constructs simultaneously, and to explain and demonstrate the efficacy of path analysis towards validating a hypothesised progression web for understanding of modern genetics. Specifically, we evaluate strength of evidence for a progression web based upon multiple related constructs within a multi-faceted LP describing undergraduate biology students’ understanding of genetics. We then utilise the progression web to generalise theory around how undergraduate students understand relationships between related genetics concepts, and how they use simpler concepts to scaffold those which are more complex. 相似文献
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Gray's neurological theory of anxiety (1982, 1990; Gray & McNaughton, 2000) predicts that state anxiety will decrease with continuous exposure to a fear arousing stimulus. Previous studies of psychological and physiological state anxiety patterns during public speaking have reported a pattern of progressively decreasing anxiety levels consistent with this phenomenon, known as habituation. In the current report, the extent to which the state anxiety behaviors of speakers conform to the habituation pattern is examined. In the first of two studies, 30 novice speakers presented informative speeches to audiences of 18 to 20 fellow students. These speeches were videotaped and replayed in their entirety for observers (N=30) who rated the severity of each performer's speech anxiety behaviors. In the second study, each videotaped presentation was divided into one‐minute segments and presented in random order to a new set of observers (N=25). Procedures in the second study were designed to control for rater expectations that state anxiety would decline over time. Overall, behavioral measures of public speaking state anxiety displayed a continually declining pattern associated with habituation. 相似文献
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Thirty-nine meta-analyses obtained from the past 10 years of communication research (1997–2007) were reanalyzed using fixed effects (FE), random effects (RE), and Hunter and Schmidt (HS) meta-analytic methods. The majority of studies (62%) reported use of the HS model in the original analysis. Differences identified between models include (a) greater propensity for Type 1 error under the FE approach, (b) episodes of inflated effect size (ES) under the RE approach, and (c) high levels of heterogeneity in population ESs across studies. Recommendations are made for scholars to appropriately choose and implement meta-analytic models in future research. 相似文献
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ABSTRACTClothesmoths catch data fromhistoric properties confirms numbers are on the increase in England. Citizen science research was conducted using Tineola bisselliella pheromone traps handed out from English Heritage properties from April to September 2017. One hundred and ninety-two participants recorded moth counts from residential properties in 42 counties in England. Using an average number of moths per trap, geographical spread indicates higher numbers in warmer southern counties of England. Pale-backed clothes moths Monopis crocicapitella were caught in significant numbers suggesting a new insect pest risk for historic house collections. Threshold numbers for clothes moths that could indicate an active infestation are proposed. Residential flats appear to be more vulnerable to clothes moth activity possibly related to the shared walls or spaces. The research was launched using a public relations campaign called ‘Operation Clothes Moth’ which generated major media activity across the internet, radio, television, newspapers and magazines. Public awareness of insect pest management, preventive conservation and the work of conservators and conservation scientists was significantly increased. 相似文献
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Amber L. Cushing 《Library & information science research》2018,40(2):135-143
While cultural heritage institutions increasingly use participatory events to draw in new audiences, little is known about what motivates participants to attend these events. Twenty semi-structured interviews with 29 individuals who attended one of three Inspiring Ireland 1916 public collection days were conducted in order to explore participants' motivations for attending the event and perceived benefits. A participatory archives event, the collection days invited members of the public to bring relevant possessions to be digitally captured and have their story of the item recorded. The stories and items were then made available on the Inspiring Ireland website commemorating the centenary of the 1916 Easter Rising in Dublin, Ireland. While participatory initiatives have enjoyed increasing attention in the archives literature of late, much of this work attempts to define terms or model behaviours from the perspective of the archivists. Little existing work attempts to explore the motivations of individuals to participate in these events using empirical methods. Findings suggest motivations for attending a collection day can be characterised across four characteristics that can be categorised as aligning with individual or communal perception of benefits: A) to share their story and provide evidence in order to influence the contemporary narrative of the Rising (individual benefit), B) to relieve the burdens of preservation and remembering (individual benefit), C) to find out more about the object or context of the object (individual benefit), and D) to share their object via the open access features of the Inspiring Ireland website as a way to fulfil a civic duty and support a public good (communal benefit). These findings contradict existing literature about the purpose for engaging in participatory initiatives (to pluralise collections) and assumptions about why individuals are motivated to engage (altruistic, intrinsic motivation). Further exploration of the concept of communal versus individual perceived benefit could influence the ways in which cultural heritage institutions justify their role in society. The concept of an archival user is evolving. Understanding how participation can be considered use will help institutions develop a more holistic understanding of use in contemporary settings. 相似文献
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Amber D. Lambert Patrick T. Terenzini Lisa R. Lattuca 《Research in higher education》2007,48(2):141-168
This article reports the effects of program characteristics and faculty activities on students’ experiences and, ultimately,
the development of students’ analytical and group skills. Data come from nationally representative samples of 4,330 seniors,
1,243 faculty members, and 147 engineering program chairs on 40 campuses nationwide. Findings indicate that program characteristics
and faculty behaviors and values have significant, if relatively small and largely indirect, effects on student learning by
encouraging (or discouraging) certain kinds of student experiences, which, in turn, influence student learning. The results
point to a need for more complex designs than are typically adopted in most learning outcomes studies.
Paper presented at the meeting of the Association for Institutional Research, May 16, 2006, Chicago, IL. 相似文献
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The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word level reading and oral reading fluency one year later. The results of the analyses indicated the two-factor model representing two latent variables, alphabetic knowledge and decoding skills, provided the most appropriate fit to the given data, indicating that the hypothesized two factors of the CORE Phonics Survey demonstrate construct validity. The two constructs of CORE Phonics Survey significantly predicted students' fluency and decoding abilities as measured by norm-referenced assessments one year later. The practical implications and limitations of the present study are discussed. 相似文献