Genetic and environmental etiologies of reading difficulties: DeFries-Fulker analysis of reading performance data from twin pairs and their nontwin siblings     

Astrom RL  Wadsworth SJ  Olson RK  Willcutt EG  Defries JC 《Learning and individual differences》2012,22(3):365-369

Reading performance data from 254 pairs of identical (MZ) and 420 pairs of fraternal (DZ) twins, 8.0 to 20.0 years of age, were subjected to multiple regression analyses. An extension of the DeFries-Fulker (DF) analysis (DeFries & Fulker, 1985, 1988) that facilitated inclusion of data from 303 of their nontwin siblings was employed. In addition to providing estimates of heritability, this analysis yields a test of the difference between shared environmental influences for twins versus siblings (Astrom et al., 2011). Results suggest that proband reading deficits are due substantially to genetic factors (.67 ± .07, p < .001), and that shared environmental influences are significantly higher for members of twin pairs than for those of twins and their nontwin siblings (viz., .25 versus .17, p = .02).  相似文献   

THE RELATIONSHIP BETWEEN ENVIRONMENTAL FREE-CHOICE LEARNING AND STUDENTS’ LEARNING, ATTITUDES, AND POLICY VIEWS ABOUT WATERWAYS     

Benjamin C. Herman  Joanne K. Olson  James D. Holtz  James T. Colbert 《International Journal of Science and Mathematics Education》2013,11(6):1327-1350

Environmental free-choice learning is a strategy that has been shown to have positive short-term impacts upon participants’ attitudes and understanding of desired educational outcomes. However, longitudinal studies in this area are rare due to difficulties inherent in data collection and vast differences in participants in these kinds of educational experiences. This study examined the effectiveness of participation in the Skunk River Navy, a free-choice environmental education experience, 1 – 4 years afterward to determine longitudinal effects of the experience on participants’ attitudes toward waterways and content knowledge. Importantly, participants were compared to non-participants who were also biology majors in the same program, completed the same coursework, and who likely shared similar dispositions, interest in biology, and are of similar demographic backgrounds. Results indicate that attitudes toward waterways and content knowledge were higher among participants, but that content knowledge remains lower than desired by program developers. Therefore, when reducing the impact of selection and variance within the study population, longitudinal positive effects can be seen from free-choice learning experiences when they are coupled with formal classroom experiences that address similar concepts.  相似文献   

An Annotated guide to the Teaching of Science Education     

Penny Olson 《Teaching Education》2013,24(2):193-198

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Effortful Control Moderates Bidirectional Effects Between Children's Externalizing Behavior and Their Mothers' Depressive Symptoms     

Daniel E. Choe  Sheryl L. Olson  Arnold J. Sameroff 《Child development》2014,85(2):643-658

This study examined bidirectional associations between mothers' depressive symptoms and children's externalizing behavior and whether they were moderated by preschool‐age effortful control and gender. Mothers and teachers reported on 224 primarily White, middle‐class children at ages 3, 5, and 10. Effortful control was assessed via behavioral battery and mother ratings. Structural equation modeling indicated that maternal depressive symptoms at child age 3 predicted more externalizing behavior at age 10 among children with low effortful control and among boys. Externalizing behavior at age 3 predicted fewer depressive symptoms at the age 10 assessments among mothers of children with high effortful control. Boys with suboptimal self‐regulation exposed to high levels of maternal depressive symptoms were at greatest risk for school‐age behavioral problems.  相似文献   

Examining the text-based,on-demand,analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention     

Tina Matuchniak  Carol Booth Olson  Robin Scarcella 《Reading and writing》2014,27(6):973-994

This study reports on the effects of the Pathway Project, a professional development intervention aimed at supporting the academic language development of English Learners (ELs). Using a subset of data collected during a multi-site cluster randomized controlled trial involving nine middle and six high schools in an urban, low-income school district over 3 years, this study examines how the Pathway Project intervention impacted ELs’ abilities to analyze literature, use academic words, and include commentary in their essays. A total of 103 English teachers were stratified by school and grade and randomly assigned to the intervention or control group. Each year, Pathway teachers participated in 46 hours of training and learned how to apply a cognitive strategies approach to literacy instruction in order to help students understand, interpret, and write analytical essays about themes in literature. Through a textual analysis of 300 randomly sampled pre- and 300 post-intervention essays collected from 1,640 mainstreamed secondary ELs (820 experimental and 820 control), this study examined the ways in which the intervention impacted the writing outcomes of secondary ELs. A univariate analysis of variance (ANOVA) of the students’ literary analysis and the use of commentary in their essays with the number of years in the treatment condition as the independent variable revealed significant effects of the intervention on the afore-mentioned posttest measures, with students who received 2 years of the intervention outperforming those who received only 1 year of the intervention.  相似文献   

All Things Digital. Ten Years in the Geospatial Time Continuum     

John A. Olson 《Journal of Map & Geography Libraries》2014,10(1):123-126

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Evolution of a Culture of Assessment: Developing a Mixed-Methods Approach for Evaluating Library Instruction     

Amy Gratz  Lee Twombly Olson 《College & Undergraduate Libraries》2014,21(2):210-231

Assessment has become more of a priority for libraries across the country in the last decade. Using the instruction program as a case study, the authors detail the history of assessment development during the past ten years at Mercer University. Along with the university's culture of assessment, institutional-, library-, and program-level assessment are discussed, including how information is communicated across these levels. The authors also share an evolving multifaceted assessment plan for a traditional library instruction program, including methods such as attitude surveys, peer observation, and authentic assessment. In addition to past assessment, future directions are considered.  相似文献   

The Measurement of Child Behavior in Terms of Its Social Stimulus Value     

Willard C. Olson  Muriel M. Wilkinson 《Journal of Experimental Education》2013,81(2):92-95

This study proposed to determine the policy of a single university department concerning admissions to the doctoral program. A Q-sort technique was used with several attributes of each graduate listed on an index card. The twelve members of the graduate faculty rated each graduate by placing a profile into one of seven piles. The number in each pile was fixed. Each rater’s policy was captured by using multiple linear regression. With the use of the Judgment Analysis technique (JAN), the raters were placed into appropriate clusters, and it was found that at least two separate judgment systems were present.  相似文献   

Making sense of teaching: cognition vs. culture     

John Olson 《课程研究杂志》2013,45(2):167-169

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’Doing computers?’ The micro in the elementary curriculum     

Sandra Eaton  John Olson 《课程研究杂志》2013,45(3):342-344

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