Research     

Dr. Jerome Beker Ed.D.  Dr. Joseph Glick Ph.D. 《Early Childhood Education Journal》1974,1(3):33-34

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Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago     

Jerome De Lisle  Krishna Seunarinesingh  Rhoda Mohammed  Rinnelle Lee-Piggott 《School Effectiveness & School Improvement》2017,28(3):406-442

In this study, methodology and theory were linked to explicate the nature of education practice within schools facing exceptionally challenging circumstances (SFECC) in Trinidad and Tobago. The research design was an iterative quan>QUAL-quan>qual multi-method research programme, consisting of 3 independent projects linked together by overall purpose. Although large-scale quantitative data were first used to identify and describe SFECC, the overall programme was driven by an inductive theoretical thrust, with findings from the multiple-site case studies of Projects 2 and 3 used to construct substantive theory on SFECC. The integrated findings point to the pervasive role of beyond-school factors, which were magnified and intertwined with between- and within-school factors. SFECC in this study found great difficulty transcending states of chronic low performance. We hypothesized on the need for transformative school leadership, but in this context, greater external support by stakeholder agencies and broad place-based strategies appeared essential for turnaround.  相似文献   

Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters   总被引：2，自引：0，他引：2  

Jerome L. Packard  Xi Chen  Wenling Li  Xinchun Wu  Janet S. Gaffney  Hong Li  Richard C. Anderson 《Reading and writing》2006,19(5):457-487

Previous research in alphabetic languages had shown that children learning to write are sensitive to morphological information, and that it serves as a resource that they draw upon as they acquire writing skills. In Chinese as well, sensitivity to morphological and orthographic information had been found to predict children’s ability to read characters. The present study investigated whether raising children’s awareness of the morphemic and orthographic structure of Chinese words would lead to beneficial results in their learning to write Chinese. An experimental group of 144 first graders from two primary schools in Beijing, China were given instruction designed to increase their knowledge of the orthographic and morphological structure of Chinese words. After two semesters, the experimental group’s ability to copy Chinese characters and to write them from memory were both found to be significantly better than a control group. Theoretical implications are discussed, including how writing benefits from the types of linguistic knowledge that underlie lexical storage and retrieval in reading and speech. Educational implications are also discussed, such as how drawing children’s attention to the morphemic components of Chinese words and the systematic features of Chinese orthography provides them with multiple sources of information they may utilize in learning to write.  相似文献   

Modelling the determinants of school leaders' perceptions of beginning teachers' efficacy     

Sylvia Chong  Jerome Rotgans  Wai Mun Loh  Mabelene Mak 《Educational Research and Evaluation》2013,19(3):231-244

The school and especially the school leader's perceptions of a teacher's efficacy have influence on aspects of teaching ratings and performance, and this may facilitate or hinder beginning teacher success. This study examines the school leaders' perceptions of their beginning teachers' efficacy. The study's scope of teacher efficacy is multidimensional to include the beginning teachers' Teaching Competencies, sense of Professionalism, and Professional Identity. Of interest is the interconnectedness of these variables that contribute to the school leaders' perception. A total of 256 school leaders responded to a survey on beginning teachers' efficacy. A hypothesized model was tested. According to the analysis, while Teaching Competencies and Professional Identity did not have a significant direct impact, they each did have a significant indirect effect on perceived efficacy.  相似文献   

Research Methods     

Robert Rosenthal  Ralph Rosnow  Jerome Kirk  Marc L. Miller  Matthew B. Miles  A. Michael Hubermann 《Communication Booknotes Quarterly》2013,44(4-5)

ESSENTIALS OF BEHAVIORAL RESEARCH by Robert Rosenthal and Ralph Rosnow (New York: McGraw-Hill, 1984—price not given)

RELIABILITY AND VALIDITY IN QUALITATIVE RESEARCH by Jerome Kirk and Marc L. Miller (Beverly Hills: Sage, 1986—$10.95/6.00)

QUALITATIVE DATA ANALYSIS by Matthew B. Miles and A. Michael Hubermann (Beverly Hills, CA: Sage, 1984—price not given)

HOW TO CONDUCT SURVEYS by Arline Fink and Jacqueline Kosecoff (Beverly Hills, CA: Sage, 1985—$12.00, paper)  相似文献   

Factors affecting citation rates in environmental science     

Jerome K. Vanclay 《Journal of Informetrics》2013,7(2):265-271

Analysis of 131 publications during 2006–2007 by staff of the School of Environmental Science and Management at Southern Cross University reveals that the journal impact factor, article length and type (i.e., article or review), and journal self-citations affect the citations accrued to 2012. Authors seeking to be well cited should aim to write comprehensive and substantial review articles, and submit them to journals with a high impact factor which has previously carried articles on the topic. Nonetheless, strategic placement of articles is complementary to, and no substitute for careful crafting of good quality research. Evidence remains equivocal regarding the contribution of an author's prior publication success (h-index) and of open-access journals.  相似文献   

A Perspective on Individual Growth and Classroom Management     

Jerome E. DeBruin 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):15-22

I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de‐escalated, and a child humanized or dehumanized. ¹ 1. Ginott, Haim. Teacher and Child. New York: MacMillan, 1972. View all notes  相似文献   

Effects of Differing Prepuberty Exercise Programs on the Emotionality of Male Albino Rats     

Jerome C. Weber  Ronald A. Lee 《Research quarterly for exercise and sport》2013,84(3):748-751

Abstract

The problem under investigation in this study was to determine if differing programs of prepuberty exercise had any effect upon the emotionality of male albino rats at puberty. The subjects were 48 male albino rats of the Sprague-Dawley strain who were subjected to a 35-day training program under conditions of sedentary existence, voluntary exercise, or forced exercise. At the end of the experimental period the animals were tested in an open field marked into 49 consecutively numbered 7 1/2-in. squares.

Emotionality in the open field was determined by two methods: (a) the total number of squares traversed by an animal in 5 min., and (b) the total number of squares traversed by an animal toward the center of the field. The relationship between exploratory behavior and emotionality is considered to be an inverse one, that is, the more exploratory the behavior, the less emotionality the animal exhibits.

The results indicated that the animals which had been subjected to the forced exercise regimen traversed significantly more squares under both testing conditions and therefore evidenced more exploratory behavior and therefore less emotionality than the animals in the voluntary exercise and sedentary groups. There were no significant differences on either measure of exploratory behavior between the voluntary exercise and sedentary groups.  相似文献   

Effects of Forced Exercise on Spontaneous Activity and Body Weight of Adult Rats     

Jerome Zuckerman  G. Alan Stull  David L. Kelley 《Research quarterly for exercise and sport》2013,84(3):625-631

Abstract

Adult male Wistar rats (N = 47) were divided at random into four groups for a 9-week experimental period. The 11 animals in Group I were permitted spontaneous activity in addition to swimming 15 minutes per day, 5 days per week. The 10 animals in Group II ran on a treadmill for 15 minutes per day, 5 days per week in addition to spontaneous activity. The 12 animals in Group III were permitted spontaneous activity but engaged in no forced exercise, and the 14 animals in Group IV were restricted to their cages during the entire experimental period. Results indicated that Group I engaged in more spontaneous activity than did Groups II and III, and Group II was more active than Group III. Group IV was significantly heavier than Groups I, II, and III, but the latter groups did not differ in body weight.  相似文献   

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours     

Jeanette Lyn Fung Choy  Glen O’Grady  Jerome I. Rotgans 《Instructional Science》2012,40(1):159-172

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.  相似文献