A curricular lens on equity and inclusion: using Bernstein to articulate ‘supercomplexity’     

Steve Higgins  Louise Hayward  Kay Livingston  Dominic Wyse 《Curriculum Journal》2017,28(3):303-304

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Undergraduates can publish too! A case study of a scientific team writing assignment leading to publication     

Chiara Gamberi  Katharine Hall 《International Journal of Science Education》2019,41(1):48-63

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Early growth trajectories of children's approaches to learning: The contribution of parent and family characteristics     

Katharine W. Buek 《Psychology in the schools》2019,56(6):1053-1072

Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This exploratory study examined the growth of children's AtL over six occasions spanning kindergarten through second grade in the Early Childhood Longitudinal Survey (ECLS‐K) class of 2010–2011 as predicted by parenting and family characteristics. Latent classes of AtL growth were identified through growth mixture modeling and regressed onto explanatory covariates to uncover patterns and sources of variation in children's AtL. Results revealed higher and lower AtL growth classes significantly associated with demographic and parenting variables measured in kindergarten. In particular, sex (male) and poverty were associated with lower AtL trajectories, whereas the presence of both biological parents in the household and parent involvement at school and at home predicted membership in the higher AtL group. Implications of these findings for further clarification and exploration of AtL as a construct are discussed.  相似文献   

Trajectories of Ethnic–Racial Identity and Autonomy Among Mexican‐Origin Adolescent Mothers in the United States          下载免费PDF全文

Adriana J. Umaña‐Taylor  Kimberly A. Updegraff  Laudan B. Jahromi  Katharine H. Zeiders 《Child development》2015,86(6):2034-2050

This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; M_age at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.  相似文献   

Measuring Success in the “Congo Gorilla Forest” Conservation Exhibition     

Jeff Hayward  Marilyn Rothenberg 《Curator: The Museum Journal》2004,47(3):261-282

Abstract Most zoo visitors are primarily motivated by the joys of watching animals, which may preclude attention to major ecological issues that are the focus of research in biodiversity, habitats, and other matters pertaining to the survival of wild animals. The Wildlife Conservation Society exhibition Congo Gorilla Forest is a popular animal‐watching experience, but it also communicates considerable educational content, stimulating visitors' interest in and awareness of ecological relationships. This article reviews the phases of an evaluation process that assisted WCS staff in making decisions about exhibition design and interpretation; it discusses measurement challenges in assessing outcomes; and it uses key findings from the evaluation process to define and explain the interpretive success of the project. Success for this conservation exhibition is described in terms of achieving three educational goals while recognizing the diversity among audiences. The exhibition's effectiveness is attributed to understanding visitors' expectations and interests, creating an array of exhibit formats to engage people, and communicating conservation messages visually and experientially.  相似文献   

Formative evaluation effectiveness and cost. Alternative models for evaluating printed instructional materials     

Katharine C. Golas 《Performance Improvement》1983,22(5):17-19

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Teaching metatheory through research application and design     

Katharine E. Miller  Maureen Wieland 《Communication Teacher》2019,33(1):21-25

We present an engaging and practical exercise in which graduate students grapple with metatheoretical perspectives often presented in their introduction to graduate studies or communication theory courses. To expand their understanding of and engagement with the major elements of the paradigms central to our field, students work in groups to apply and compare various metatheoretical assumptions to a specific research context. The goal of this activity is to strengthen students’ grasp and understanding of these perspectives specifically in the role they hold in guiding one's research study and design. We provide various examples and directions to aid instructors in the presentation of this exercise, as such topics are often challenging from a pedagogical standpoint.

Courses: Communication Theory, Introduction to Graduate Studies.

Objectives: To aid students in grasping, understanding, and comparing the major elements of metatheoretical perspectives and assumptions through application to specific research contexts.  相似文献   

Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education     

Amanda P. Montgomery  Amin Mousavi  Michael Carbonaro  Denyse V. Hayward  William Dunn 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):114-127

Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.  相似文献   

Associations between language and literacy skills and sight word learning for native and nonnative English-speaking kindergarteners     

Miles  Katharine Pace  McFadden  Karen E.  Ehri  Linnea C. 《Reading and writing》2019,32(7):1681-1704

Reading and Writing - This study, which was drawn from a larger published work, examined language proficiency and literacy skills predictive of learning content and function words via the commonly...  相似文献   

Childhood abuse and neglect in body dysmorphic disorder     

Didie ER  Tortolani CC  Pope CG  Menard W  Fay C  Phillips KA 《Child abuse & neglect》2006,30(10):1105-1115

OBJECTIVE: No published studies have examined childhood abuse and neglect in body dysmorphic disorder (BDD). This study examined the prevalence and clinical correlates of abuse and neglect in individuals with this disorder. METHODS: Seventy-five subjects (69.3% female, mean age=35.4+/-12.0) with DSM-IV BDD completed the Childhood Trauma Questionnaire and were interviewed with other reliable and valid measures. RESULTS: Of these subjects, 78.7% reported a history of childhood maltreatment: emotional neglect (68.0%), emotional abuse (56.0%), physical abuse (34.7%), physical neglect (33.3%), and sexual abuse (28.0%). Forty percent of subjects reported severe maltreatment. Among females (n=52), severity of reported abuse and neglect were .32-.57 standard deviation units higher than norms for a health maintenance organization (HMO) sample of women. Severity of sexual abuse was the only type of maltreatment significantly associated with current BDD severity (r=.23, p=.047). However, severity of sexual abuse did not predict current BDD severity in a simultaneous multiple regression analysis with age and current treatment status. There were other significant associations with childhood maltreatment: history of attempted suicide was related to emotional (p=.004), physical (p=.014), and sexual abuse (p=.038). Childhood emotional abuse was associated with a lifetime substance use disorder (r=.26, p=.02), and physical abuse was negatively associated with a lifetime mood disorder (r=-.37, p=.001). CONCLUSIONS: A high proportion of individuals with BDD reported childhood abuse and neglect. Certain types of abuse and neglect appear modestly associated with BDD symptom severity and with gender, suicidality, and certain disorders.  相似文献