Hope as a Mediator of Loneliness and Academic Self‐efficacy Among Students With and Without Learning Disabilities during the Transition to College     

David B. Feldman  Oranit B. Davidson  Shiri Ben‐Naim  Etai Maza  Malka Margalit 《Learning disabilities research & practice》2016,31(2):63-74

The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope.  相似文献   

Munchausen by proxy by Internet     

McCulloch V  Feldman MD 《Child abuse & neglect》2011,35(11):965-966

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Authentic Science Research in Elementary School After-School Science Clubs     

Allan Feldman  Kelly Pirog 《Journal of Science Education and Technology》2011,20(5):494-507

In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of the scientists’ research groups. Over the 3 years of the project nearly 30 teachers and over 500 children participated in the clubs. In this paper we present a case study of teachers and children who worked with an analytic chemist at a major university whose field of research is environmental arsenic. We illustrate how the professor mentored the teachers and how they in turn mentored the children. We show how the elementary school teachers who had very little formal science education gained the expertise needed to mentor the children. We found that in less than one academic year the teachers were able to gain the knowledge and skills to facilitate the children’s legitimate participation in authentic scientific research; and that the children gained the methodological and intellectual proficiency needed to contribute useful data and findings to the scientist’s research program.  相似文献   

Photographs and Classroom Response Systems in Middle School Astronomy Classes     

Hyunju Lee  Allan Feldman 《Journal of Science Education and Technology》2015,24(4):496-508

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Pathways From Toddler Information Processing to Adolescent Lexical Proficiency          下载免费PDF全文

Susan A. Rose  Judith F. Feldman  Jeffery J. Jankowski 《Child development》2015,86(6):1935-1947

This study examined the relation of 3‐year core information‐processing abilities to lexical growth and development. The core abilities covered four domains—memory, representational competence (cross‐modal transfer), processing speed, and attention. Lexical proficiency was assessed at 3 and 13 years with the Peabody Picture Vocabulary Test (PPVT) and verbal fluency. The sample (N = 128) consisted of 43 preterms (< 1750 g) and 85 full‐terms. Structural equation modeling indicated concurrent relations of toddler information processing and language proficiency and, independent of stability in language, direct predictive links between (a) 3‐year cross‐modal ability and 13‐year PPVT and (b) 3‐year processing speed and both 13‐year measures, PPVT and verbal fluency. Thus, toddler information processing was related to growth in lexical proficiency from 3 to 13 years.  相似文献   

The Dull Child and the Junior High School Curriculum     

Estelle E. Feldman 《Journal of Experimental Education》2013,81(2):206-211

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Editor's comments     

David Feldman Editor 《The Teacher Educator》2013,48(4):2-3

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Beyond the early adopters of online instruction: Motivating the reluctant majority     

Emily Hixon  Janet Buckenmeyer  Casimir Barczyk  Lori Feldman  Heather Zamojski 《The Internet and Higher Education》2012,15(2):102-107

Now that most of the innovators and early adopters of online instruction are comfortably teaching online, many institutions are facing challenges as they prepare the next wave of online instructors. This research study examines how faculty in this “next wave” (the majority of adopters) differ from the innovators and early adopters of online instruction. A specific online course development program is described and the experiences of the “majority” in the program are examined in relation to the experiences of previous participants (the innovators and early adopters).  相似文献   

Patterns in Student Perceptions of Start-Up and Conversion Small High Schools     

Jay Feldman  Anne O’Dwyer 《Peabody Journal of Education》2013,88(3):313-332

Schools created as part of the small schools movement have been in operation for almost a decade, allowing identification of patterns in their growth. This study examines 4 years of survey data on 12 start-up and 13 conversion small high schools. Start-up small schools, almost all of which began with one grade level and grew by one grade per year, were highly rated in Year 1, relative to students’ previous schools and to a set of established effective schools. A Year 2 dip was followed by a rebound in Years 3 and 4. Conversion schools’ growth trajectory appeared dependent on the school's level of desired autonomy, defined as the amount of decision making the school ideally would have. Schools with higher desired autonomy showed the most growth as measured by student perceptions.  相似文献   

The development and implementation of a teaching unit on the immune system for secondary schools in Israel     

Ilana Schmidt‐Hopfeld  Avi Hofstein  Michael Feldman  David Samuel 《International Journal of Science Education》2013,35(1):37-42

In an attempt to widen the scope of school chemistry teaching, the authors have developed an interdisciplinary unit on the immune system. The main features of this unit are described, covering both its content and the pedagogical strategies employed in it. A brief summary of the results of the trial implementation of the unit is also presented.  相似文献