Promoting basic arithmetic competence in early school years–using a response to intervention model     

Helena Roos  Linda Fälth  Lena Karlsson  Camilla Nilvius  Heidi Selenius  Idor Svensson 《Journal of Research in Special Educational Needs》2023,23(4):313-322

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.  相似文献   

Factors related to a college student's career optimism and their perception of career services     

Dorothy A. Thompson  Heidi L. Dent  Monica B. Fine 《Higher Education Quarterly》2023,77(3):395-409

A student's expectation for a positive outcome for their future career development is referred to as career optimism. Career Services, a common university department, utilizes the social cognitive career theory (SCCT) to understand how students form career interests and make educational and vocational choices. Then Career Services can assist students in finding a career that matches their interests. We hypothesize that students' perception of the assistance provided by the Career Services department when the SCCT is applied, impacts the student's career optimism. In addition, we hypothesize, and results support, that different factors, such as a student's chosen major, impact student perception of Career Services and career optimism.  相似文献   

Musculoskeletal stiffness during hopping and running does not change following downhill backwards walking     

Corey W. Joseph  Elizabeth J. Bradshaw  Justin Kemp  Ross A. Clark 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(3):241-258

Eccentric contractions that provide spring energy can also cause muscle damage. The aim of this study was to explore leg and vertical stiffness following muscle damage induced by an eccentric exercise protocol. Twenty active males completed 60 minutes of backward-walking on a treadmill at 0.67 m/s and a gradient of ? 8.5° to induce muscle damage. Tests were performed immediately before; immediately post; and 24, 48, and 168 hours post eccentric exercise. Tests included running at 3.35 m/s and hopping at 2.2 Hz using single- and double-legged actions. Leg and vertical stiffness were measured from kinetic and kinematic data, and electromyography (EMG) of five muscles of the preferred limb were recorded during hopping. Increases in pain scores (over 37%) occurred post-exercise and 24 and 48 hours later (p < 0.001). A 7% decrease in maximal voluntary contraction occurred immediately post-exercise (p = 0.019). Changes in knee kinematics during single-legged hopping were observed 168 hours post (p < 0.05). No significant changes were observed in EMG, creatine kinase activity, leg, or vertical stiffness. Results indicate that knee mechanics may be altered to maintain consistent levels of leg and vertical stiffness when eccentric exercise-induced muscle damage is present in the lower legs.  相似文献   

Book reviews     

J. Bruce Francis  Michalina Vaughan  Colin Flood Page  Sally Tomlinson  R. A. Becher  Margaret C. Ives  John Urry  K. G. Collier  Meir Zadok  Charles Carter  Jürgen Schramm  Jean Barry  Graeme C. Moodie  Donald Bligh  R. A. King  D. G. Mulcahy  Peter Scott  F. R. Charmer  T. R. Bone  John A. Hughes  Roger Greenhough  Alec M. Ross  John Wakeford  Joyce Skinner  Duncan B. Nimmo  Cedric Cullingford  L. R. B. Elton 《Higher Education》1979,8(6):709-744

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Analyzing Contemporary Introductory Textbooks on Correctional Administration/Management/Organization: A Content Analysis     

Jeffrey Ian Ross 《Journal of Criminal Justice Education》2013,24(3):446-460

This book review essay discusses and analyzes how introductory textbooks on correctional administration, written primarily for the American university market, frame the discourse on this subject matter. The writer presents both quantitative and qualitative empirical evidence of coverage given to prison administration. In addition to traditional content analysis methods, the authors of these books were contacted and asked to explain the decision‐making processes they used for content inclusion, exclusion and/or minimization. The paper concludes with a handful of recommendations on improving texts in this subdiscipline.  相似文献   

Building Trust Through Culturally Reciprocal Home-School-Community Collaboration from the Perspective of African-American Parents     

Ereka R. Williams  Ceola Ross Baber 《Multicultural Perspectives》2013,15(2):3-9

This article presents findings of an instrumental case study that examined the perceptions held by African-American parents on the efficacy of schools in meeting the needs of African-American learners in a North Carolina community. A theme of distrust emerged and evidenced the need for teachers, administrators, and teacher educators to reconsider approaches used with African-American parents, particularly where building culturally reciprocal home-school-community relationships is concerned.  相似文献   

Monochromatic light absorption by chicken erythrocytes. A correction     

J.O. Ely  M.H. Ross 《Journal of The Franklin Institute》1947,244(5):410

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The dialectic of racial justice: Maxine Greene’s contributions to morally engaged and racially just education spaces     

Sabrina Ross 《Review of Education, Pedagogy & Cultural Studies》2017,39(1):90-105

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Dress rehearsal: a Bourdieusian analysis of body work in career portfolio programs     

Ross Collin 《British Journal of Sociology of Education》2011,32(5):785-804

This article examines how career portfolio programs at two secondary schools establish corporeal regimes. Both programs require students to compose portfolios that plot their trajectories through school and into paid work. Prior to graduation, students defend their portfolios before panels of educators and businesspeople. Employing the Bourdieusian concepts of capital and habitus, this article investigates how these programs set up systems that value certain kinds of bodies. Further, it examines how students negotiate these systems and display different kinds of bodies in different kinds of ways. Ultimately, it is argued these disparate bodily performances are read by authorities as indicators of the types of paths students are travelling or should travel into the future.  相似文献   

Applying computerized-scoring models of written biological explanations across courses and colleges: prospects and limitations     

Ha M  Nehm RH  Urban-Lurain M  Merrill JE 《CBE life sciences education》2011,10(4):379-393

Our study explored the prospects and limitations of using machine-learning software to score introductory biology students’ written explanations of evolutionary change. We investigated three research questions: 1) Do scoring models built using student responses at one university function effectively at another university? 2) How many human-scored student responses are needed to build scoring models suitable for cross-institutional application? 3) What factors limit computer-scoring efficacy, and how can these factors be mitigated? To answer these questions, two biology experts scored a corpus of 2556 short-answer explanations (from biology majors and nonmajors) at two universities for the presence or absence of five key concepts of evolution. Human- and computer-generated scores were compared using kappa agreement statistics. We found that machine-learning software was capable in most cases of accurately evaluating the degree of scientific sophistication in undergraduate majors’ and nonmajors’ written explanations of evolutionary change. In cases in which the software did not perform at the benchmark of “near-perfect” agreement (kappa > 0.80), we located the causes of poor performance and identified a series of strategies for their mitigation. Machine-learning software holds promise as an assessment tool for use in undergraduate biology education, but like most assessment tools, it is also characterized by limitations.  相似文献