Curriculum-based measurement yearly growth rates: An examination of English Language Learners and native English speakers     

Milena A. Keller-Margulis  Nathan H. Clemens  Myung Hee Im  Oi-man Kwok  Carol Booth 《Learning and individual differences》2012,22(6):799-805

The use of curriculum-based measurement (CBM) is supported by several decades of research regarding their technical adequacy, practical utility, and use with diverse populations. Questions remain regarding the measurement of growth using tri-annual reading CBM (R-CBM) assessment. Existing research on annual rates of growth is inconclusive with some studies suggesting that the most growth occurs from the fall to the winter and others finding growth accelerates from winter to spring. With a sample of students in third through fifth grades, consisting of a high percentage of English Language Learners (ELLs) and students exited from bilingual instruction, this study found that Non-ELL students demonstrated semester differences in R-CBM growth consistent with prior research in third and fourth grades, but not in fifth grade. However, this pattern was not always consistent for ELLs and students recently exited from bilingual instruction, suggesting that conclusions regarding semester differences in R-CBM growth rates should not be consistently extended to ELLs.  相似文献   

The Development of Gendered Interests and Personality Qualities From Middle Childhood Through Adolescence: A Biosocial Analysis     

Susan M. McHale  Ji-Yeon Kim  Aryn M. Dotterer  Ann C. Crouter  Alan Booth 《Child development》2009,80(2):482-495

This study charted the development of gendered personality qualities and activity interests from age 7 to age 19 in 364 first- and secondborn siblings from 185 White, middle/working-class families, assessed links between time in gendered social contexts (with mother, father, female peers, and male peers) and gender development, and tested whether changes in testosterone moderated links between time use and gender development. Multilevel models documented that patterns of change varied across dimensions of gender and by sex and birth order and that time in gendered social contexts was generally linked to development of more stereotypical qualities. Associations between time with mother and expressivity and time with father and instrumentality were stronger for youth with slower increases in testosterone.  相似文献   

Literature searching for social science systematic reviews: consideration of a range of search techniques     

Diana Papaioannou  Anthea Sutton  Christopher Carroll  Andrew Booth  Ruth Wong 《Health information and libraries journal》2010,27(2):114-122

Background: Literature for a systematic review on the student experience of e‐learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.  相似文献   

Double jeopardy: on duplicates and wants lists     

Andrew Booth 《Health information and libraries journal》2010,27(2):163-167

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Relationships between body composition and fundamental movement skills among children and adolescents     

Okely AD  Booth ML  Chey T 《Research quarterly for exercise and sport》2004,75(3):238-247

The purpose of this study was to examine associations of fundamental movement skills (FMS) with measures of body composition among children and adolescents. Secondary analyses of cross-sectional data collected from 4,363 children and adolescents in Grades 4, 6, 8, and 10 as part of the 1997 New South Wales Schools Fitness and Physical Activity Survey were conducted. Six FMS (run, vertical jump, throw, catch, kick, and strike) were assessed by observation. Height and weight (used to calculate body mass index; BMI) and waist circumference were directly measured. Results indicated that the children's and adolescents' ability to perform FMS was significantly related to BMI and waist circumference. Specifically, BMI and waist circumference were significant predictors for FMS in six of the eight demographic groups. Adjusted odds ratios revealed that overweight boys and girls in all grades were less likely to possess high levels of FMS and more likely to possess low levels of FMS than those who weren't overweight. When FMS were partitioned into locomotor and object-control skills, nonoverweight boys and girls in each grade were two to three times more likely to possess more advanced locomotor skills than overweight boys and girls. However, for object-control skills, the only demographic groups in which nonoverweight students possessed a greater number of advanced skills than overweight students were boys in Grades 6 and 10. There appear to be significant and important associations between performance of locomotor skills and weight status among children and adolescents. This would suggest that intervention strategies to prevent unhealthy weight gain among children and youth might usefully include increasing proficiency of locomotor skills as a key component.  相似文献   

Using research in practice     

Booth A 《Health information and libraries journal》2004,21(1):70-73

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What research studies do practitioners actually find useful?     

Booth A 《Health information and libraries journal》2004,21(3):197-200

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e-FOLIO: using e-learning to learn about e-learning     

Sutton A  Booth A  Ayiku L  O'Rourke A 《Health information and libraries journal》2005,22(Z2):84-88

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Structuring the pre-search reference interview: a useful technique for handling clinical questions     

Booth A  O'Rourke AJ  Ford NJ 《Bulletin of the Medical Library Association》2000,88(3):239-246

OBJECTIVES: To explore whether structuring a literature search request form according to an evidence-based medicine (EBM) anatomy elicits more information, improves precision of search results, and is acceptable to participating librarians. METHODS: Multicenter before-and-after study involved six different libraries. Data from 195 minimally structured forms collected over four months (Phase 1) were compared with data from 185 EBM-structured forms collected over a further four-month period following a brief training intervention (Phase 2). Survey of librarians' attitudes toward using the EBM-structured forms was conducted early during Phase 2. RESULTS: 380 request forms, EBM-structured and minimally structured, were analyzed using SPSS. A statistically significant Pearson correlation was found between use of the EBM-structured form and complexity of the search strategy (P = 0.002). The correlation between clinical requests handled by the EBM-structured form and fewer items retrieved was also statistically significant (P = 0.028). However, librarians rated minimally structured forms more highly than EBM-structured forms against all dimensions except informativeness. CONCLUSIONS: Although use of the EBM-structured forms is associated with more precise searches and more detailed search strategies, considerable work remains on making these forms acceptable to both librarians and users. Nevertheless, with increased familiarity and improved training, information retrieval benefits could be translated into more effective search practice.  相似文献   

Working together: supporting projects through action learning   总被引：1，自引：0，他引：1  

Booth A  Sutton A  Falzon L 《Health information and libraries journal》2003,20(4):225-231

Recent years have seen tremendous growth in knowledge management projects within the NHS. Project staff must acquire rapidly a wide range of task-related skills. Conventional training courses may be inappropriately timed or unavailable to project staff. Action learning provides a group-based means of meeting skills deficits associated with project management and delivery. This paper describes an action learning set for project staff on five knowledge management projects within Trent Region. A brief evaluation aimed to identify most and least useful and most and least enjoyable features of the action learning set. Comments on the facilitation and the content of the action learning sessions are analysed. Action learning is feasible in meeting the training needs of project staff. It may also provide a means of meeting the shared learning needs of communities of practice within a virtual environment. Knowledge management does not merely involve management and delivery within innovative projects but also requires exploiting shared learning across projects.  相似文献