The cinema integraph. A machine for evaluating a parametric product integral     

H.L. Hazen  G.S. Brown  W.R. Hedeman 《Journal of The Franklin Institute》1940,230(2):183-205

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SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT          下载免费PDF全文

Charity Brown Griffin  Shauna M. Cooper  Isha W. Metzger  Alexandrea R. Golden  C. Nicole White 《Psychology in the schools》2017,54(7):673-688

This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.  相似文献   

RESOLV: Development of a telephone-based program designed to increase socialization in older veterans     

Christine E. Gould  Shruti Shah  Sarah R. Brunskill  Krista Brown  Nancy L. Oliva  Charissa Hosseini 《Educational gerontology》2017,43(8):379-392

We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans.  相似文献   

Measuring Pharmacy Student Attitudes Toward Prayer: The Student Prayer Attitude Scale (SPAS)     

Adam C. Pace  Joy Greene  Joseph E. Deweese  Dana A. Brown  Ginger Cameron  James M. Nesbit 《Christian Higher Education》2017,16(4):200-210

The objective of this study was to develop and validate an instrument to assess the attitude of student pharmacists toward prayer in general and in particular as it relates to their academic performance. To fulfill the study objective, faculty from seven colleges of pharmacy located at Christian universities collaboratively developed the Student Prayer Attitude Scale (SPAS). The items were used to assess the attitudes of student pharmacists toward prayer as well as the effects of prayer on personal lives and academic performance. Faculty investigators asked 1,563 students to complete the survey and received 677 valid responses. A principal components analysis with promax rotation was conducted and revealed a two-factor structure: (a) general attitude toward prayer and (b) specific attitude regarding the impact of prayer on academic performance. Analysis of variance was used to compare student responses by religious identity. Students identifying as atheist or agnostic were significantly different in their responses than students from theistic religions; however, the responses of students from various theistic religions were not significantly different from one another. Faculty concluded that SPAS is a reliable tool for measuring student attitudes toward prayer. The use of such a tool could help faculty tailor educational opportunities to allow pharmacy students to explore prayer more fully and be aware of its impact on the patients they serve.  相似文献   

Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory     

Gavin T. L. Brown 《教育心理学》2011,31(6):731-748

How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students’ Conceptions of Assessment – SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e.g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels.  相似文献   

Can districts keep good teachers in the schools that need them most?     

Cassandra M. Guarino  Abigail B. Brown  Adam E. Wyse 《Economics of Education Review》2011,30(5):962-979

This study investigates how school demographics and their interactions with policies affect the mobility behaviors of public school teachers with various human capital characteristics. Using data from North Carolina from 1995 to 2006, it finds that teachers’ career stage and human capital investments dominate their decisions to leave public school teaching and school demographic characteristics play a dominant role in intra-system sorting. Schools serving at-risk children struggle to attract and retain teachers with desirable observable characteristics. We find evidence to suggest that across-the-board school-based pay-for-performance policies have small but significant associations with mobility decisions and appear to exacerbate inequities in the distribution of teacher qualifications.  相似文献   

Professional Development for School Library Media Professionals: Elements for Success     

Carol A Brown  Lana Kaye Dotson  Elaine Yontz 《TechTrends》2011,55(4):56-62

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.  相似文献   

Editor’s Notes     

Abbie Brown 《TechTrends》2011,55(6):2-2

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“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

Morningness–Eveningness and College Advising: A Road to Student Success?     

Beverly Brown Schulke  Laura K. Zimmermann 《Mind, Brain, and Education》2014,8(4):227-230

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.  相似文献