Some Attitudes Associated with Sport Participation among Junior High School Females     

Connie Snyder Nicholson 《Research quarterly for exercise and sport》2013,84(4):661-667

This paper focuses on young female participants and their self-perceptions. The findings indicate that self-perceived characteristics of ambition, competition, strength, and speed were more evident for participants than nonparticipants. However, there was no significant difference between participants and nonparticipants concerning characteristics of happiness, affection, femininity, sensitivity, gentleness, and attractiveness. The data also indicated that the young female participants have not developed a highly professionalized orientation toward competition, yet they are more likely to be concerned about playing well than are nonparticipants. The findings suggest that even by early adolescence either selectivity and/or socialization differences are emerging between female participants and nonparticipants.  相似文献   

Erratum to: Developmental and individual differences in Chinese writing     

Connie Qun Guan  Feifei Ye  Richard K. Wagner  Wanjin Meng 《Reading and writing》2013,26(6):1057-1057

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Mana Wahine,Education and Nation-building: Lessons from the Epic of Pele and Hi‘iaka for Kanaka Maoli Today     

Ku‘ualoha Ho‘omanawanui 《Multicultural Perspectives》2013,15(4):206-212

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Speaking personally—with Barbara A. White     

Connie L. Dillon 《The American journal of distance education》2013,27(2):73-79

This study examined the influence of group structures upon six groups of distributed graduate students as they pursued a six-week problem-based learning activity by communicating in an asynchronous computer conference. Henri and Rigault's (1996) content analysis framework and Howell-Richardson and Mellar's (1996) guidelines for interconnectedness of messages were used to analyze the messages. In addition, learners' perceptions of interdependence and intersubjectivity were gauged from a self-reported survey developed by the researcher. Overall comparisons revealed that group conferences with role assignment had higher levels of interconnected messages. Weekly comparisons also indicated higher perceptions of intersubjectivity and deep processing for the role assignment group during the initial weeks of the activity. Over time, however, these levels equalized across group structures.  相似文献   

Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia     

Chung KK  Ho CS  Chan DW  Tsang SM  Lee SH 《Reading and writing》2011,24(7):835-859

The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties.  相似文献   

Anger Management Using a Cognitive‐behavioural Approach for Children with Special Education Needs: A literature review and meta‐analysis     

Betty P. V. Ho  Mark Carter  Jennifer Stephenson 《International Journal of Disability, Development & Education》2010,57(3):245-265

This review examines the use of a cognitive‐behavioural approach to anger management in children with special needs in community settings. Eighteen experimental studies involving a total of 408 children were located. The participants were mainly of high school age, with an IQ above 80, and with behavioural or emotional disorders. A moderate effect was observed for improvement in the three dimensions of anger: behaviour, cognition and emotion – although conclusions need to be very tentative. The interventions employed varied greatly in their characteristics and there were concerns about the quality of many studies. Further research is needed to investigate the interaction between intervention features and participant characteristics.  相似文献   

FAMILY INFLUENCES ON SCIENCE LEARNING AMONG HONG KONG ADOLESCENTS: WHAT WE LEARNED FROM PISA     

Esther Sui Chu Ho 《International Journal of Science and Mathematics Education》2010,8(3):409-428

This study investigated the relationship between family factors and students’ scientific literacy performance in Hong Kong, which has excelled in science performance in previous international studies. Data were obtained from the 2006 Programme for International Student Assessment. Multilevel analysis was used to examine the relationship between parental involvement and investment and students’ scientific literacy performance. It was found that students’ scientific literacy performance, which was measured by their science achievement and self-efficacy towards science, were significantly associated with certain types of parental investment and involvement even after controlling background factors of both students and schools. Parental investment in cultural resources and parental involvement in terms of organising science learning enrichment activities at an early age were found to be significantly associated with students’ scientific literacy performance. Activities that could be provided at an early age (e.g. watching TV programmes about science, reading books on scientific discovery, watching, reading or listening to science fictions) were found to be highly effective activities for promoting children’s science achievement and self-efficacy.  相似文献   

The effects of varying group size on the reading recovery approach to preventive early intervention     

Briggs C  Duncan S 《Journal of learning disabilities》2006,39(4):290-1; author reply 292-3

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Student contribution in asynchronous online discussion: a review of the research and empirical exploration   总被引：1，自引：0，他引：1  

Khe Foon Hew  Wing Sum Cheung  Connie Siew Ling Ng 《Instructional Science》2010,38(6):571-606

The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review 50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section, we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma.  相似文献   

Recent Books in the Field of Public Opinion Research     

de Boer  Connie 《Int. Journal of Public Opinion Research》2008,20(1):114-120

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