Does First Sex Really “Just Happen?” A Retrospective Exploratory Study of Sexual Debut Among American Adolescents     

Lisa D. Lieberman  Eva S. Goldfarb  Samantha Kwiatkowski  Paul Santos 《American journal of sexuality education》2017,12(3):237-256

First sex marks a significant transition for most adolescents, yet teens often report that it was unplanned. Seventy-four college students participated in exploratory focus groups about their first sex. Although initially asked whether their first sex was spontaneous or planned, many participants revealed evidence of forethought or anticipation, signifying a third option, anticipation. This study suggests that the development and timing of sexual health messages should build on the apparent, albeit often unacknowledged, planning and thought that accompany the transition to first sex. Specifically, during the time immediately preceding first sex, young people might be particularly open to such messages.  相似文献   

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress     

Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell  Rob Webster 《British Educational Research Journal》2011,37(3):443-464

In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need.  相似文献   

Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education   总被引：1，自引：0，他引：1  

Anne Hume  Amanda Berry 《Research in Science Education》2011,41(3):341-355

This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). The initiative involved the use of Content Representations (CoRes), which were originally developed as part of a strategy for exploring and gaining insights into the PCK of expert science teachers. As the student teachers explored existing CoRes the course lecturer saw potential for more effectively developing their PCK through engaging them in constructing their own CoRes for new topics. When given the opportunity, student teachers found the task challenging and their lack of classroom experience and experimentation proved to be a limiting factor. However, the contribution such a task could make to their future PCK development remained a distinct possibility in the lecturer’s view. In the following year she carefully scaffolded the learning prior to CoRe construction such that the student teachers could more readily access relevant knowledge when attempting such a task. Their resultant CoRes and comments indicate that with appropriate and timely scaffolding the process of CoRe construction does have the potential for PCK development for novice teachers.  相似文献   

Validation of the audience response system     

Darlene M. Guse  Paul M. Zobitz 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):985-991

Audience response systems (ARS) are gaining popularity in multiple areas of education. Although its usefulness has been well reported, no study has investigated the accuracy of the technology. The purpose of this study was to validate ARS by assessing three key aspects: signal transmission from the keypad to the receiver, capture of a proper response by the receiver and association of that response to the proper device. One hundred volunteers were assigned roles of responder or observer. Each responder was given a unique answer combination for a series of five questions. The data was assessed for accuracies and inaccuracies. Average correct response rate was 98% with a confidence interval (CI) ranging from 0.9527 to 0.9928 (CI = 0.95). The 2% incorrect response rate was attributable to failed signal transmission. These failed transmissions originated from different devices. As more institutions utilise ARS and as its use continues to expand into higher calibre arenas, validity of the system becomes of utmost importance. Given the relatively high confidence level of the system function, ARS is a valid and accurate method of response collecting, but one must certainly consider the possible ramifications of failed signal transmission.  相似文献   

A new era. "What can I know? What ought I to do? What may I hope?"     

Paul PV 《American annals of the deaf》2011,156(1):3-5

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Technology in Support of Collaborative Learning   总被引：1，自引：0，他引：1  

Paul Resta  Thérèse Laferrière 《Educational Psychology Review》2007,19(1):65-83

This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research gaps and issues that may help focus future research in this emerging field of study.

Paul RestaEmail:

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Peer group socialization of homophobic attitudes and behavior during adolescence     

Poteat VP 《Child development》2007,78(6):1830-1842

A social developmental framework was applied to test for the socialization of homophobic attitudes and behavior within adolescent peer groups (Grades 7-11; aged 12-17 years). Substantial similarity within and differences across groups were documented. Multilevel models identified a group socializing contextual effect, predicting homophobic attitudes and behavior of individuals within the group 8 months later, even after controlling for the predictive effect of individuals' own previously reported attitudes and behavior. Several group characteristics moderated the extent to which individuals' previously reported attitudes predicted later attitudes. Findings indicate the need to integrate the concurrent assessment of individual and social factors to inform the construction of more comprehensive models of how prejudiced attitudes and behaviors develop and are perpetuated.  相似文献   

History as narrative: the nature and quality of historical understanding for students with LD     

Espin CA  Cevasco J  van den Broek P  Baker S  Gersten R 《Journal of learning disabilities》2007,40(2):174-182

In this study, we examine the nature and quality of students' comprehension of history. Specifically, we explore whether cognitive-psychological theories developed to capture the comprehension of narrative text can be used to capture the comprehension of history. Participants were 36 students with learning disabilities who had taken part in an earlier study designed to investigate the effects of an interactive instructional intervention in history. The results of the original study supported the effectiveness of the intervention in terms of amount recalled. The results of the present study reveal that historical understanding can be characterized as the construction of meaning through the creation of a causal network of events. The study of history within a causal network framework has implications for understanding the nature and quality of students' learning of history, and for potentially identifying sources of failure in learning.  相似文献   

Understanding user needs for citation management program support     

Teresa U. Berry  Steven D. Milewski  Manda C. Sexton  Allison L. Sharp 《Public Services Quarterly》2020,16(2):71-82

Abstract

Citation management programs are tools used to organize references and to create citations and bibliographies. Libraries are often the central point for providing training and support in using these tools. To determine how we could improve our support and training services, we surveyed users to determine what software in being used, why they chose that particular program, what features are important, and how they use citation management programs to collaborate. Results indicate that users chose a particular program because it was freely available or recommended to them by others and that they thought that importing references and creating citations were important features. We also found a majority of respondents used citation management programs to collaborate and turned to the library for training and support.  相似文献   

A conceptual framework to understand student volunteerism     

Cunha  Jorge  Mensing  Rainer  Benneworth  Paul 《Tertiary Education and Management》2019,25(1):31-44

Tertiary Education and Management - This paper develops a conceptual framework to understand the value of an increasing number of university study programmes that send students to the global south...  相似文献