An examination of disability issues in introductory juvenile and criminal justice textbooks     

William Drakeford  Peter E. Leone  Nakia Hamlett  Kristen Vickery 《Journal of Criminal Justice Education》2013,24(2):280-291

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The Reciprocal Relationship Between Technology and Psychology     

Laura Terry  Punya Mishra  Danah Henriksen  Leigh Graves Wolf  Kristen Kereluik 《TechTrends》2013,57(3):34-39

This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.  相似文献   

Sexual resourcefulness and the impact of family,sex education,media and peers     

Deborah J. Kennett  Terry P. Humphreys  Kristen E. Schultz 《Sex education》2013,13(3):351-368

Building on a recently developed theoretical model of sexual self-control, 178 undergraduate women completed measures of learned resourcefulness, reasons for consenting to unwanted advances, and sexual self-efficacy – variables consistently shown to be unique predictors of sexual resourcefulness. Additional measures assessed in this investigation included media internalisation, peer values, parental and school discussions of sexual topics, body image preoccupation, body image satisfaction, and perceived timing of pubertal development. Along with the aforementioned unique predictors of sexual resourcefulness, receiving more information from the mother about dealing with unwanted sexual advances emerged as another direct contributor. Also in concurrence with past research, it was found that women scoring lower in sexual resourcefulness and having more reasons for consenting were more likely to engage in unwanted non-coercive sexual activities, with greater media pressures, higher appearance orientation and lower learned resourcefulness having a shared impact. Implications, limitations, and directions for future research are discussed.  相似文献   

THE SUBSCRIPTION AGENCY AND LOWER SERIALS BUDGETS     

Kristen M. Hallows 《期刊图书馆员》2013,64(1):39-55

The objective of the literature review was to determine whether the existence of the Internet has had a significant impact on health information literacy among the elderly in developed nations. Results were truly mixed, which led to the conclusion that, despite its worldwide acceptance and usage, the Internet has not had an all-encompassing influence on the ability of seniors to make informed health decisions, which is the ultimate product of good health information literacy.  相似文献   

The Relationship Between Exposure to Sexual Music Videos and Young Adults' Sexual Attitudes     

Yuanyuan Zhang M.A.  Laura E. Miller M.A.  Kristen Harrison Ph.D. 《广播与电子媒介杂志》2013,57(3):368-386

The purpose of this study was to examine the relationship between exposure to sexual music videos and young people's sexual attitudes (i.e., premarital sexual permissiveness and endorsement of the sexual double standard). Items gauging exposure to 75 music videos ranging in sexual explicitness were used to measure sexual video viewing among a sample of 266 undergraduate students. As expected, exposure to more sexually explicit music videos was associated with more permissive attitudes toward premarital sex and stronger endorsement of the sexual double standard, regardless of gender, overall television viewing, and previous sexual experience. Implications of these findings and suggestions for future research are discussed.  相似文献   

Establishing a Framework for Successful Social Network Site Use in the Community College     

Rhonda Spells Fentry  Kristen B. Vickery 《Community College Journal of Research & Practice》2013,37(12):881-896

ABSTRACT

Many colleges and universities have created college-sponsored communities on Facebook and Twitter as a means to interact, connect, and build community online (Center for Community College Student Engagement, 2009; Wankel & Wankel, 2011). However, the literature provides no clear picture of how community college students use social network sites (SNS) or whether the use of SNS is associated with student outcomes as social integration into the campus environment, institutional commitment, and persistence (Davis, Deil-Amen, Rios-Aguilar, & González Canché, 2012; Junco, 2012). The purpose of this quantitative research investigation was to examine the relationship between Social Networking Site use and social integration, institutional commitment, and persistence among students at a suburban community college. Findings revealed a significant relationship between SNS and social integration and institutional commitment; there was no significant relationship between SNS use and persistence. Recommendations for policy, practice, and future research are offered.  相似文献   

Utilizing Additional Measures of High School Academic Preparation to Support Students in their Math Self-Assessment     

Kristen E. Fong  Tatiana Melguizo 《Community College Journal of Research & Practice》2013,37(9):566-592

ABSTRACT

This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.  相似文献   

Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention     

David N. Rapp  Paul van den Broek  Kristen L. McMaster  Panayiota Kendeou  Christine A. Espin 《Scientific Studies of Reading》2013,17(4):289-312

Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have begun to examine comprehension skills and their contributions to the reading process. In this article we describe research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties. We show that this perspective is particularly beneficial in the development and assessment of instructional approaches by relating it to existing, effective interventions. Finally, we demonstrate how our own research activities have derived from this perspective and how preliminary findings extend our understanding of readers' difficulties. This work seeks to address existing challenges in the field of reading comprehension while also suggesting new ways of investigating the plight of struggling readers.  相似文献   

Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students     

Ritchey KD  Silverman RD  Montanaro EA  Speece DL  Schatschneider C 《Exceptional children》2012,78(3):318-334

This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition.  相似文献   

UNDERGRADUATE STUDENT PREFERENCES FOR GRADUATE TRAINING IN PSYCHOLOGY: IMPLICATIONS FOR SCHOOL PSYCHOLOGY     

Terry A. Stinnett  Levita Bui  Kristen Capaccioli 《Psychology in the schools》2013,50(5):520-530

There continues to be a critical shortage of school psychologist practitioners and academicians. Undergraduate students in psychology, education, and other majors (N = 674) from a large comprehensive university in the southwest completed an examiner‐made web‐based questionnaire designed to assess their attitudes and preferences for choosing graduate training in psychology. There were differences among the participants on Interest in Graduate School, Child Interests, Attitude toward Research, and Exposure to School Psychology. Psychology majors were more interested in graduate school than all other majors in the sample and were more interested in research than “other” majors. Psychology majors reported significantly less exposure to school psychology than “other” majors. Examination of the endorsement patterns of the participants indicated the following. Generally, misconceptions about school psychology were not endorsed at high levels. Sixty seven percent of the sample indicated they would attend graduate school. And 77% of the participants also endorsed items indicating they had interests in focusing on children and child related problems. The participants did specify there were some geographic restraints related to choice of graduate school. Fifty to 60% of the participants agreed they had personal qualifications which would make them highly competitive for graduate school admission. Implications for school psychology recruitment are offered.  相似文献