Joining the research conversation: threshold concepts embedded in the literature review     

Meeta Chatterjee-Padmanabhan  Wendy Nielsen  Sarah Sanders 《高等教育研究与发展》2019,38(3):494-507

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Response bias in follow-up studies of college students     

H. Dean Nielsen  Dr. Rudolf H. Moos  Elisabeth A. Lee 《Research in higher education》1978,9(2):97-113

The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques.  相似文献   

VET Under Review: a Balkan perspective from Macedonia     

Carsten Schmidt 《European Journal of Education》2001,36(1):45-53

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Comparative medicine in Canada     

N. O. Nielsen 《Interchange》1984,15(3):54-68

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Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction     

Robert Thompson  Steve Tanimoto  Ruby Dawn Lyman  Kira Geselowitz  Kristin Kawena Begay  Kathleen Nielsen  William Nagy  Robert Abbott  Marshall Raskind  Virginia Berninger 《Education and Information Technologies》2018,23(3):1043-1068

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Academic progress of children who attended a preschool for abused children: a follow-up of the keepsafe project     

Gray J  Nielsen DR  Wood LE  Andresen M  Dolce K 《Child abuse & neglect》2000,24(1):25-32

OBJECTIVE: This study was undertaken to assess academic progress of children 1 to 5 years after graduating from the C. Henry Kempe Center's Therapeutic Preschool Day Treatment Program. METHOD: Information was gathered through chart review; telephone surveys of care providers, relatives, and social service workers; as well questionnaires on all children who attended the therapeutic preschool day treatment program between 1984 and 1989, including the 24 children reported on by Oates, Gray, Schweitzer, Kempe, and Harmon, 1995. RESULTS: Classroom placement was determined for 27 of the 44 graduates (61.4%), 14 of whom (51.9%) were in a regular classroom, 10 (37.0%) in special education, two (7.4%) in residential treatment, and one (3.7%) was receiving home schooling. Twenty-two of the 27 children (81.5%) improved or remained in the same grade and type of classroom as they had been staffed into at the time of their graduation from the preschool day treatment program. Factors thought to affect stability of classroom placement were studied, of which frequency of family moves was the only significant variable. Its significance was in the direction opposite to that expected. The most effective method of locating families was to contact the Department of Social Services who provided information used to find 60% of them. CONCLUSIONS: Intervention in a therapeutic preschool day treatment program was found to be beneficial, as it enabled most of the children to progress appropriately in public school.  相似文献   

Quality assessment and quality assurance in distance teacher education     

H. Dean Nielsen 《Distance Education》1997,18(2):284-317

Governments around the world have increasingly used distance education (DE), both preservice and inservice, to overcome conventional, campus‐based programme constraints in funding, access and student places. DE programmes have shown that they can expand assess to teacher education, but still need to demonstrate that they can produce teachers of the quality needed for today's schools. Quality assessment systems have been developed, using either examinations or impact studies, to demonstrate programme effect on graduate outcomes related to good teaching. Quality assurance systems have been designed, based on the concept of the ‘learning organisation’, to assure continuous improvement in programme conditions related to the desired outcomes. Quality assessment and assurance systems are reviewed and some examples of quality DE programmes presented.  相似文献   

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons     

Ksenia S. Zhbanova  Audrey C. Rule  Sarah E. Montgomery  Lynn E. Nielsen 《Early Childhood Education Journal》2010,38(4):251-258

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.  相似文献   

An historic Danish‐British connection: junker's gymnastic institute at Silkeborg,Jutland, Denmark     

Grå Borup‐Nielsen 《国际体育史杂志》2013,30(3):428-435

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Salivary and plasma cortisol and testosterone responses to interval and tempo runs and a bodyweight-only circuit session in endurance-trained men     

Amy Vivien Tanner  Birthe Vejby Nielsen  Judith Allgrove 《Journal of sports sciences》2013,31(7):680-689

Abstract

The aim of this study was to examine the acute response to plasma and salivary cortisol and testosterone to three training protocols. Ten trained endurance athletes participated in three experimental trials, such as interval training (INT), tempo run (TEMP) and bodyweight-only circuit training (CIR), on separate days. Blood and saliva samples were collected pre- and 0, 15, 30 and 60 min post-exercise. Peak post-exercise salivary cortisol was higher than pre-exercise in all trials (P < 0.01). After INT, salivary cortisol remained elevated above pre-exercise than 60 min post-exercise. Salivary testosterone also increased post-exercise in all trials (P < 0.05). Plasma and salivary cortisol were correlated between individuals (r = 0.81, 0.73–0.88) and within individuals (r = 0.81, 0.73–0.87) (P < 0.01). Plasma and salivary testosterone was also correlated between (r = 0.57, 0.43–0.69) and within individuals (r = 0.60, 0.45–0.72), (P < 0.01). Peak cortisol and testosterone levels occurred simultaneously in plasma and saliva, but timing of post-exercise hormone peaks differed between trials and individuals. Further investigation is required to identify the mechanisms eliciting an increase in hormones in response to CIR. Furthermore, saliva is a valid alternative sampling technique for measurement of cortisol, although the complex, individual and situation dependent nature of the hormone response to acute exercise should be considered.  相似文献