Factors Influencing Zoo Visitors' Conservation Attitudes and Behavior     

Jeffery S. Swanagan 《The Journal of environmental education》2013,44(4):26-31

Abstract

The author predicted that Zoo Atlanta visitors who had interactive experience with the zoo's elephant demonstration and bio-fact program would be more likely to actively support elephant conservation than those who simply viewed the animals in their exhibit and read graphics. The survey instruments used in this research consisted of 25 closed-ended questions, petitions, and conservation-action solicitation cards. A random sample of 471 zoo visitors was selected, and 350 individuals completed the survey, signed petitions, and took solicitation cards. The overall return rate of the solicitation cards was 18.3%; the return rate was higher for visitors who had higher levels of interaction with the elephant exhibit. The return rates by experience were highest—29.7%, high—20.3%, undetermined—14.8%, low—14.3%, and lowest—11.6%. For the five categories of experience, the distribution of return rates was not random, χ²(4,N = 64) = 9.88, p < .04.  相似文献   

Managing race in social work education policy     

Donna Jeffery 《教育政策杂志》2013,28(4):429-454

This article traces the discursive and technical ‘moves’ that characterized a ten‐plus‐year struggle to incorporate issues of race and racial inequity into the accreditation standards for Canadian social work schools. Its intent is not to provide a chronological account but rather to describe and analyse the various ways in which the problem of race and racial domination was represented. The article is constructed on two sources of primary data: 1. Semi‐structured qualitative interviews that were conducted with 13 Canadian social work educators between May 1999 and November 2000; and 2. Textual data in the form of letters, minutes of meetings and reports housed in the archives of the Canadian Association of Schools of Social Work (CASSW).  相似文献   

A Comparison Study of AVID and GEAR UP 10th-Grade Students in Two High Schools in the Rio Grande Valley of Texas     

Karen M. Watt  Jeffery Huerta  Aliber Lozano 《Journal of Education for Students Placed at Risk》2013,18(2):185-212

Since the mid 1990s, reading instruction has changed and so has the School Development Program's (SDP) Essentials of Literacy (EOL) process. Beginning as a teaching suggestion at one New Haven, Connecticut school, Lincoln Bassett, EOL became a pilot project at Davis Street School in New Haven for the 1996-1997 school year and continues to be an implemented model in that school. Due to the results the program yielded at Davis, it was expanded to several other schools in the district and, for the last 4 years, has been the district's accepted intervention model.  相似文献   

Impact of social group processes and functional diversity on communication in networked organizations     

Michelle E. Riedlinger  Cindy Gallois  Susan Mckay  Jeffery Pittam 《Journal of Applied Communication Research》2004,32(1):55-79

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A study of the presence of evolutionary protoconcepts in pre-high school textbooks     

Kodi R. Jeffery  Linda E. Roach 《科学教学研究杂志》1994,31(5):507-518

Abstract Elementary and middle school science texts were analyzed for the presence of evolutionary protoconcepts, which are defined as topics that prepare students to study evolution in later years. Elementary and middle school texts were content-analyzed for protoconcepts in both life science and earth science. Seventeen concepts considered important for student understanding of evolution were gleaned from the misconception literature and used to review the life science texts. Concepts used to analyze other texts were chosen by exploring all texts used in the analysis for any topics that might qualify as evolutionary protoconcepts, thus generating grounded theory. Coverage of evolutionary protoconcepts varies considerably among published textbooks. We recommend using this analysis when considering textbooks for adoption and for supplementing texts currently in use. We also recommended this type of analysis of textbooks for inclusion of other topics of interest to science education research.  相似文献   

GENDER MODERATES ASSOCIATION BETWEEN EMOTIONAL‐BEHAVIORAL PROBLEMS AND TEXT COMPREHENSION IN CHILDREN WITH BOTH READING DIFFICULTIES AND ADHD          下载免费PDF全文

Quintino R. Mano  Kristen E. Jastrowski Mano  Carolyn A. Denton  Jeffery N. Epstein  Leanne Tamm 《Psychology in the schools》2017,54(5):504-518

Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions (e.g., anger, combativeness), which may influence the relationship between emotion and text comprehension. The present study examined whether gender moderates the relationship between emotional‐behavioral problems and text comprehension among children (n = 187; boys = 115, girls = 72) with both word reading difficulties (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample widely acknowledged to be at increased risk for developing emotional‐behavioral problems such as anxiety, poor academic self‐concept, and delinquency. A moderated regression analysis tested for the significance of two separate interaction terms (i.e., gender × externalizing problems, gender × internalizing problems) after controlling for gender, IQ, basic reading skills, cognitive‐linguistic processes closely related to reading, attentional problems, internalizing problems, and externalizing problems. Results indicated that gender significantly and uniquely moderates the relationship between emotional‐behavioral problems and text comprehension. Specifically, text comprehension was relatively lower among girls with relatively higher externalizing problems, whereas no such association was observed among boys. These results contribute to our understanding of cognition–emotion interactions within reading development and raise important implications.  相似文献   

A promising science and literacy instructional model with Hispanic fifth grade students     

Julie K. Jackson  Margarita Huerta  Tiberio Garza 《The Journal of educational research》2020,113(2):79-92

Abstract

This study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing.  相似文献   

Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses     

Emily Q. Rosenzweig  Chris S. Hulleman  Kenneth E. Barron  Jeffery J. Kosovich  Stacy J. Priniski  Allan Wigfield 《Journal of Experimental Education》2019,87(2):332-352

A growing body of research suggests that interventions promoting students’ utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts.  相似文献   

“You can go to college”: Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity     

Adrian H. Huerta  Patricia M. McDonough  Walter R. Allen 《The Urban Review》2018,50(5):713-734

This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia’s (J Personal Soc Psychol 3(5):551–558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school.  相似文献   

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS     

Kathryn N. Hayes  Christine S. Lee  Rachelle DiStefano  Dawn O’Connor  Jeffery C. Seitz 《Journal of Science Teacher Education》2016,27(2):137-164

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform. Survey instruments are often used to capture instructional practices; however, existing surveys primarily measure inquiry based on previous definitions and standards and with a few exceptions, disregard key instructional practices considered outside the scope of inquiry. A comprehensive survey and a clearly defined set of items do not exist. Moreover, items specific to the NGSS Science and Engineering practices have not yet been tested. To address this need, we developed and validated a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Survey construction was based on a literature review establishing key areas of science instruction, followed by a systematic process for identifying and creating items. Instrument validity and reliability were then tested through a procedure that included cognitive interviews, expert review, exploratory and confirmatory factor analysis (using independent samples), and analysis of criterion validity. Based on these analyses, final subscales include: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse.  相似文献