Scoring measures of word dictation curriculum‐based measurement in writing: Effects of incremental administration     

Apryl L. Poch  Abigail A. Allen  Erica S. Lembke 《Psychology in the schools》2019,56(5):702-723

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Book reviews     

Frances Devlin Glass  Jay L Lemke  Erica McWilliam 《The Australian Educational Researcher》1996,23(3):119-128

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Growing up in a tourist destination: developing an environmental sensitivity     

Antonia Canosa  Anne Graham  Erica Wilson 《Environmental Education Research》2020,26(7):1027-1042

Abstract

This paper explores how the socio-cultural milieu of a community may foster a sense of environmental stewardship among children and young people. Ethnographic fieldwork, carried out in a popular tourist destination in Australia, revealed that the overt impacts of tourism activity such as littering provoke negative feelings among children and young people; these perceptions can in turn translate into a sensitivity towards the environment. While debated in some circles, a Significant Life Experiences (SLE) lens is useful in understanding children and young people’s lived experiences of – and sensitivity to - environmental issues in the communities where they are raised. SLE is employed in this article to explore how a sense of stewardship towards the environment is developed among children and young people growing up in a tourist destination. Findings suggest they actively contribute to protecting the environment in a variety of ways from regular beach clean ups and educating visiting tourists to participating in rallies and anti-development protests.  相似文献   

Old Players—New Rules: Higher education institutions’ response to educational demand     

Frølich  Nicoline  Waagene  Erica  Aamodt  Per Olaf 《Tertiary Education and Management》2011,17(2):163-179

Tertiary Education and Management - Performance indicators and performance-based funding are becoming integral components of higher education (HE) policy around the globe. We explore some of the...  相似文献   

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review     

Julie P. Martin  Nathan Hyungsok Choe  Jared Halter  Margaret Foster  Jeffrey Froyd  Maura Borrego  Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.  相似文献   

A Tribute to Marjorie Montague: Distinguished Scholar     

Asha K. Jitendra  Delinda Van Garderen  Erica Lembke 《Learning disabilities research & practice》2012,27(4):150-151

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Effects of “Meaningful” Entertainment on Altruistic Behavior: Investigating Potential Mediators     

Erica Bailey  Bartosz W. Wojdynski 《广播与电子媒介杂志》2015,59(4):603-619

Recent research has shown that exposure to entertainment media depicting moral beauty may not only influence viewers' affective responses, but also lead to altruistic behavior. Although the process has been tied to a set of feelings commonly referred to as elevation, the mechanisms by which the effects take place have not been examined. This experiment (N = 107) showed that participants who watched a clip portraying moral beauty were more likely to help with an unrelated volunteer task after viewing than those who watched a non-meaningful clip. The effect of the clip was mediated by the degree to which the clip produced mixed affective response in participants. Although the clip portraying moral beauty led to increased empathy with the character and increased feelings of elevation, neither of these predicted helping behavior after controlling for clip content. Helping behavior also increased when the help recipient was less similar to the participants (age, race, and university affiliation).  相似文献   

Universal Design for Learning within an Integrated Multitiered System of Support     

Elizabeth R. Thomas  Erica S. Lembke  Allison Gruner Gandhi 《Learning disabilities research & practice》2023,38(1):57-69

Comprehensive schoolwide initiatives like integrated multitiered systems of support (I-MTSS) and universal design for learning (UDL) present opportunities for large-scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I-MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed-methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I-MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation.  相似文献   

Learning from the tragedy at Kent State: Forty years after May 4     

Erica Eckert 《About Campus》2010,15(1):2-10

Sadly, the last few decades have not seen a lack of tragedies big or small on U.S. campuses of higher education. Erica Eckert demonstrates that such profound events, when faced openly and honestly, can provide useful learning opportunities for educators and students.  相似文献   

What makes a youth-produced film good? The youth audience perspective     

Erica Rosenfeld Halverson  Damiana Gibbons  Shelby Copeland  Alon Andrews  Belen Hernando Llorens  Michelle B. Bass 《Learning, Media and Technology》2014,39(3):386-403

In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills in core content areas. We conducted focus groups with 38 youth participants where they viewed four different films produced by the same youth media arts organization that works with young people to produce short-form, autobiographical documentaries. We found that youth focused their evaluations on identifying the films' genre and content and on assessing how well the filmmakers' creative decisions fit with identifications of genre and content. Evaluations were mediated by audiences' expectations and seemed to inform judgments of quality and creativity. We hope that our work can inform the design of formal learning spaces where young people are producing narrative art.  相似文献