Early Effects of North Carolina’s Comprehensive Articulation Agreement on Credit Accumulation Among Community College Transfer Students     

Worsham  Rachel  DeSantis  Andrea L.  Whatley  Melissa  Johnson  Katie R.  Jaeger  Audrey J. 《Research in higher education》2021,62(7):942-975

Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students...  相似文献   

“Feeling like a Scientist”: Factors Affecting Students’ Selections of Technology Tools in the Science Classroom     

Cairns  Dean  Dickson  Martina  McMinn  Melissa 《Journal of Science Education and Technology》2021,30(6):766-776

Journal of Science Education and Technology - This research looked at the choices that children make in the classroom when offered manual and technological options to measure scientific variables....  相似文献   

University research centers as knowledge translation platforms: leveraging structure,support and resources to enhance multisectoral collaboration and advocacy     

Valmeekanathan  Akshara  Babcock  Carly  Ling  Brenton  Davey-Rothwell  Melissa A.  Holtgrave  David R.  Jessani  Nasreen S. 《Tertiary Education and Management》2021,27(3):227-256

Tertiary Education and Management - Knowledge Translation Platforms (KTPs) have drawn attention as multidisciplinary institutional structures that broker evidence to policy and practice. University...  相似文献   

New Opportunities or Closing Doors? How Correctional Facility Tours Impact Students’ Thoughts about Correctional Careers     

Melissa J. Stacer  Lydia M. Moll  Monica Solinas-Saunders 《Journal of Criminal Justice Education》2019,30(1):114-135

Children may say they want to grow up to be a police officer, but we typically do not hear children saying they want to work in a prison or jail when they grow up. Given negative media attention of correctional facilities, it may not be surprising that many students enter criminal justice programs uninterested in correctional careers. Correctional facility tours can be useful for exposing criminal justice students to careers they may not have previously considered or ones about which they held negative stereotypes. Drawing on the premises of Experiential Learning Theory and using student essays, we address the following research questions: (1) Does attending a jail or prison tour influence how students think of correctional officers and correctional careers? (2) What perceptions do students have of correctional officers prior to attending a jail or prison tour and what do students think of correctional officers after the tour?  相似文献   

Barriers to implementing classroom management and behavior support plans: An exploratory investigation     

Melissa A. Collier‐Meek  Lisa M. H. Sanetti  Ashley M. Boyle 《Psychology in the schools》2019,56(1):5-17

Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions. This exploratory study involves the analysis of barriers reported during implementation planning by 33 teachers responsible for delivering classroom‐management plans or behavior support plans. Teachers most frequently indicate struggling to respond to problem behaviors and manage competing responsibilities. Strategies suggested to ameliorate barriers most frequently include re‐teaching the intervention and scheduling implementation.  相似文献   

UNDERSTANDING PARTICIPATION RATES IN POST-16 MATHEMATICS AND PHYSICS: CONCEPTUALISING AND OPERATIONALISING THE UPMAP PROJECT     

Michael Reiss  Celia Hoyles  Tamjid Mujtaba  Bijan Riazi-Farzad  Melissa Rodd  Shirley Simon  Fani Stylianidou 《International Journal of Science and Mathematics Education》2011,9(2):273-302

We report on a project currently in progress that aims to identify through research the range of factors (individual, school and out-of-school, including home) and their interactions that influence post-16 (i.e. post-compulsory) participation in mathematics and physics in the UK and to assess their relative importance among different student populations. In this project, we are beginning to elucidate the views of students and examine the sources of these views by exploring the contexts in which both school and university students experience barriers or opportunities and form their identities with regard to participation in mathematics and physics. Our focus in this paper is on our methodology, the reasons for it and how and why our approach to data collection developed during the project. We situate our work within a mixed-methods approach, using multilevel modelling and discourse analysis to analyse and interpret our findings that derive from our own questionnaires, interviews and ethnography and from existing large-scale datasets. We argue that greater acknowledgement in the education literatures that investigate student participation in mathematics and science needs to be made than is usual of the range of factors, including unconscious forces that may affect participation.  相似文献   

When Is Teleconsultation Acceptable to School Psychologists?     

Brandon K. Schultz  Kimberly A Zoder-Martell  Aaron Fischer  Melissa A Collier-Meek  William P Erchul  Alexander M Schoemann 《Journal of educational and psychological consultation》2018,28(3):279-296

ABSTRACT

School psychologists report a desire to increase consultation with teachers but are limited by competing job demands. Consultation via videoconference (i.e., teleconsultation) offers one possible means of increasing consultant availability to teachers, but little is known about the acceptability of this technology in actual practice. In this exploratory study, we conducted an online survey to assess the conditions under which school consultants would use teleconsultation to assist teachers remotely. Sixty-two school psychology practitioners, trainers, and trainees completed a choice-based conjoint survey designed to assess teleconsultation acceptability in the context of varying commute times, consultee comfort levels, and student problem severities. Findings suggest important differences in teleconsultation acceptability in the context of real-world tradeoffs. Implications of these results are discussed, as well as the potential for using conjoint analysis to better understand technology decisions among school consultants.  相似文献   

Improving data systems about juvenile victimization in the United States     

Finkelhor D  Wells M 《Child abuse & neglect》2003,27(1):77-102

OBJECTIVE: To suggest improvements to 13 data sets and systems that collect information about juvenile victimization in United States. METHOD: The suggestions were gathered from a variety of sources, including data system users and administrators, as well as a special meeting convened on the topic by the National Consortium on Children, Families and the Law in Washington, DC (December 2000). RESULTS: Key areas of improvement were identified for each of 13 US data systems and possible solutions were identified. CONCLUSIONS: This paper suggests three broad categories of improvements that apply to a number of data systems. First, data systems could expand the coverage of the systems to include more jurisdictions or other segments of the population. Second, in order to be more comprehensive and specific to child victimization, the systems need to create more specific data items, questions, or response categories. Finally, the data systems need to be modified to provide continuity and interrelationships among systems, either by using uniform definitions, or integrating data systems to facilitate the tracking of children across systems.  相似文献   

Racial Formation and Success among Korean High School Students   总被引：1，自引：0，他引：1  

Melissa?MarinariEmail author 《The Urban Review》2005,37(5):375-398

This article ethnographically examines the relationship between success, racial identity, and racial formation among Korean students in one New Jersey public high school. Using Racial Formation theory (Omi & Winant, [1986. Racial formation in the United States from the 1960s to the 1990s. New York: Routledge]; Winant, [1994. Racial conditions: Politics, theory, comparisons. Minneapolis, MN: University of Minnesota Press]), the author demonstrates how students at this particular high school use competing racial projects of neutrality and visibility to embrace and/or contest the dominant, white notion of what it means to be an academically successful student. The findings emphasize the need to look beyond cultural explanations of success and failure to include an analysis of the ways that schools themselves affect the constantly shifting terrain of racial formation. Melissa Marinari is a PhD candidate at Teachers College, Columbia University in the Department of International and Transcultural Studies. She has also been a high-school teacher of Spanish since 1992  相似文献   

Results From a Randomized Controlled Trial of the Motheread/Fatheread Early Literacy Intervention: Evidence of Impact in a Rural Community     

Holen K. Hirsh  Melissa K. Richmond  Fred C. Pampel  Shelby S. Jones  Anthony C. Molieri  Josephine Jones 《Early education and development》2019,30(2):216-237

Research Findings. A randomized controlled trial evaluated the impact of Motheread/Fatheread Colorado (MFC), an early childhood literacy intervention, on parent reading behaviors and their preschool-aged children’s literacy skills. Parents in the experimental condition participated in MFC; control parents did not. Dependent variables included measures of parental behavior supportive of reading in the home, and parent- and teacher-reported child literacy outcomes. Parents in the intervention group reported spending significantly more time reading with their children and a significantly greater use of interactive reading skills than parents in the control condition. Children in the intervention group scored significantly higher than children in the control group on parent-reported language and reading skills immediately following the intervention. There was no significant difference in immediate post-intervention teacher reports of child literacy skills. However, up to 15-months after program completion, children in the intervention condition had greater gains in teacher-reported language skills than children in the control condition. Results suggest that MFC is a promising intervention for changing the home literacy environment and children’s literacy outcomes. Practice/Policy. Motheread/Fatheread may be a good fit for organizations interested in implementing interventions aimed at improving home literacy for preschool-aged children.  相似文献