Education Information Centers: An evaluation     

Karin E. Tice  Stephen Joel Gill 《Journal of Career Development》1991,18(1):37-50

  相似文献   

A frame of reference for understanding behaviors related to the academic misconduct of undergraduate teacher education students   总被引：1，自引：0，他引：1  

Charlotte M. Ferrell  Larry G. Daniel 《Research in higher education》1995,36(3):345-375

The purposes of the present study were to develop a valid self-report survey instrument that would measure the academic misconduct construct and to determine if the instrument could be used effectively to identify different orientations of teacher education students relative to academic misconduct. In an effort to achieve these purposes, an instrument called the Academic Misconduct Survey (AMS) was developed to measure the self-reported academic misconduct behaviors of the respondents. This study was conducted usingR-technique factor analyses and alpha-reliability analyses during Phase I (n=330) to investigate the clustering of variables within the AMS, and Q-technique factor analyses during Phase II (n=90) to investigate the clustering of persons into recognizable prototypes using data obtained from the AMS. Respondents in both phases were undergraduate teacher education students at several selected institutions of higher learning. Phase I results indicated that the instrument measured academic misconduct across five constructs: cheating on tests and assignments, inappropriate use of resources, quasi-misconduct, subtle manipulation, and bold manipulation. The second phase resulted in the identification of several interpretable clusters of persons, ranging from self-proclaimed noncheaters to those who indicated clear propensity toward various types of misconduct.  相似文献   

Sharing outcomes information with consumers: a new course for health librarians     

Vikki Entwistle  Bob Gann  Carol Lefebvre  Gill Needham 《Health information and libraries journal》1994,11(4):279-282

  相似文献   

Examining charter student achievement effects across seven states     

Ron Zimmer  Brian Gill  Kevin Booker  Stéphane Lavertu  John Witte 《Economics of Education Review》2012

Since their inception, charter schools have been a lighting rod for controversy, with much of the debate revolving around their effectiveness in improving student achievement. Previous research has shown mixed results for student achievement; this could be the consequence of different policy environments or varying methodological approaches with differing assumptions across studies. In our analysis, we discuss these approaches and their assumptions and estimate charter school achievement effects using a consistent methodology across seven locations.  相似文献   

A Phrase Well Turned: Creative Facility in Narrative Production     

John O. Greene  Melanie Morgan  Jennifer McCullough  Elizabeth Gill  Angela R. Graves 《Communication Studies》2013,64(1):118-134

It is commonly recognized that messages are simultaneously patterned and creative, but studies of message production have tended to focus on repetitive features of messages, to the relative exclusion of examination of their novel characteristics. This study is concerned with creative facility—the ability readily to construct novel, appropriate messages. In order to investigate this phenomenon, subjects produced a series of simple SITUATION-ACTION-BECAUSE narratives and also completed measures of speed of information processing (Digit-Symbol Substitution Test, DSST), cognitive tempo (Matching Familiar Figures Test, MFFT), and need for cognitive structure (Personal Need for Structure scale, PNS). Results indicate each of these measures was related to the speed with which participants were able to formulate their narratives. Moreover, the impact of both cognitive tempo, assessed as number of errors on the MFFT, and need for cognitive structure was heightened under more cognitively demanding message-production conditions. Implications of these results and suggestions for future research are discussed.  相似文献   

The Creative Character of Talk: Individual Differences in Narrative Production Ability     

Melanie Morgan  John O. Greene  Elizabeth A. Gill  Jennifer D. McCullough 《Communication Studies》2013,64(2):180-196

The creative character of human message behavior is at once ubiquitous and elusive. Our talk is routinely novel, and yet our understanding of the processes that give rise to such creativity is in its infancy. Moreover, everyday experience suggests that some people are simply better at “thinking on their feet” than are others. The current studies sought to ascertain whether people do, indeed, differ in their ability to produce novel messages or whether our impression of individual differences is more perceived than actual. Two studies involving examination of simple SITUATION-ACTION-BECAUSE narratives are reported. The results of Study 1 suggest that people do differ in their message-production abilities. Additional analyses suggest that this individual difference in message-production ability is distinct from extraversion, neuroticism, and psychoticism as assessed by the Eysenck Personality Questionnaire. EPQ lie-scale scores were, however, related to narrative-production performance, and this may reflect differences in social knowledge and skill. Study 2 replicated the finding of an individual difference in narrative-production ability and again indicated that performance in the experimental paradigm is related to lie-scale scores, but not extraversion or neuroticism (as those dimensions are assessed by the EPI). Additional findings in both studies relate message fluency to the cognitive demands of narrative production. Implications and suggestions for future research are discussed.  相似文献   

Using Constructivism to Develop a Quality Framework for Learner Support: A Case Study   总被引：2，自引：2，他引：0  

Gill Young  Di Marks‐Maran 《Open Learning》2013,28(2):30-37

In this article Gill Young and Di Marks‐Maran of the Wolfson Institute of Health Sciences at Thames Valley University, England, analyse the change process which has taken place at that University in learning and teaching strategies. The authors identify constructivist approaches to learning as particularly influential in the development of distance education and supporting quality frameworks.  相似文献   

Relations between Risk for Sleep-Disordered Breathing,Cognitive and Executive Functioning,and Academic Performance in Six-Year-Olds     

Rebekah Luo  Rebecca Harding  Barbara Galland  Martin Sellbom  Amelia Gill 《Early education and development》2013,24(7):947-970

ABSTRACT

Research Findings: Optimal sleep is important for children’s learning and development. Sleep disordered breathing (SDB) refers to a spectrum of conditions from simple snoring to obstructive sleep apnea that is common in childhood and interrupts sleep. We examined pathways between SDB and academic performance of children (N = 163, M age = 6.2 years) one year after school entry. Measures included parent questionnaire and clinical assessment of SDB, standardized tests and rating scales of cognitive and executive functioning, researcher-administered literacy and numeracy tasks, and teacher-reported academic performance. Structural equation modeling (SEM) revealed direct and indirect paths between SDB and poorer academic performance. In indirect models, children’s SDB severity score was significantly linked to poorer executive functioning (β = .38, p < .01) and negatively associated with nonverbal reasoning (β = ?.21, p < .01). Poorer executive functioning, in turn, was negatively related to the verbal composite (β = ?.61, p < .01), with verbal and nonverbal composites associated with academic performance (βs = .56, .27, respectively, p’s < .01). Practice or Policy: These findings point to the need for attention to SDB and its links to potential cognitive sequelae across early development. Practitioners equipped with knowledge of SDB symptoms can facilitate referral for appropriate consultation and evaluation.  相似文献   

The longest journeys in Super Rugby: 11 years of travel and performance indicators     

Michele Lo  Robert J. Aughey  William G. Hopkins  Nicholas Gill 《Journal of sports sciences》2013,31(18):2045-2050

ABSTRACT

Regular air travel is common in sport. The aim of this study was to understand the extent to which travel has affected Super Rugby teams’ performance from 2006, the first season with available Key Performance Indicators (KPIs), to 2016. Data were analysed with mixed linear models for the effects of number of time-zones crossed (east or west), travel duration, the away-match disadvantage, difference in ranking, a set of amendments to the laws of Rugby Union in 2008, a change in competition format (introduction of a conference system) in 2011, and a secular trend. In 2006, the predicted combined effects of travelling 24 h across 12 time-zones and playing away were trivial or small and negative but generally unclear for most of the KPIs in both directions of travel. In 2016 more effects were clear, small and negative for westward travel, while most effects for eastward travel were clear, small to moderate and negative. Most KPIs showed small to moderate increases over the 11 years, while difference in ranking, the introduction of new rules and game format led to mostly small changes. Changes in the physical demands of the game, and inadequate recovery time for long-haul travel can explain these effects.  相似文献   

Out of your zone? 21 years of travel and performance in Super Rugby     

Michele Lo  Robert J. Aughey  William G. Hopkins  Nicholas Gill 《Journal of sports sciences》2013,31(18):2051-2056

ABSTRACT

The extent to which travel has affected Super Rugby teams’ performances was analysed using outcomes of all matches played from the beginning of the competition in 1996 to the end of the 2016 season. Points difference and matches won or lost were predicted with general and generalized mixed linear models. The predictors were the linear effects of number of time zones crossed and travel duration based on the teams’ locations for each match and their locations in the previous week. The away-match disadvantage was also estimated, along with trends in all these effects. In 1996 the predicted combined effect of eastward travel across 12 time zones was a reduction of 5.8 points scored per match, resulting in 4.1 more matches lost every 10 matches. Corresponding effects for westward travel were 6.4 points and 3.1 matches. In 2016 effects travelling eastward were 3.7 points and 2.3 matches, whereas travelling westward the effects were 3.7 points and 1.5 matches. These travel effects were due mainly to the away-match disadvantage: 5.7 points and 3.2 matches in 1996; 5.2 points and 2.3 matches in 2016. Teams in Super Rugby are dealing successfully with long-haul travel and should now focus on reducing the away-match disadvantage.  相似文献