A Review of “Dismantling Educational Inequality: A Cultural-Historical Approach to Closing the Achievement Gap”     

Regina Suriel 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):270-274

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Attentional Strategy Use by Experienced Distance Runners: Physiological and Psychological Effects     

Alan L. Smith  Diane L. Gill  Debra J. Crews  Regina Hopewell  Don W. Morgan 《Research quarterly for exercise and sport》2013,84(2):142-150

The purpose of this investigation was twofold: (a) to compare most and least economical runners on use of attentional strategies and (b) to determine whether the least economical runners within the subject sample could improve running economy (RE) with the use of an active associative (relaxation) attentional strategy. Subjects (N = 36) completed an initial assessment of attentional style and RE; then the 12 least economical runners ran in each of three laboratory sessions using control, passive associative, and active associative attentional strategies. Results showed that the most economical and least economical runners did not differ in associative style use. The most economical runners, however, reported less dissociation use and more use of relaxation than did the least economical runners. No significant physiological or psychological changes were associated with any of the three attentional strategy conditions. The findings are related to possible differences in how most and least economical runners use associative strategies.  相似文献   

Ethics and Values: Their Place in Computer Labs and Classrooms     

Regina Baron Brunner 《Computer Science Education》2013,23(2):131-137

Articles concerning computer law abound. Institutions of higher learning have produced lengthy documents addressing computer ethics on campus, and several organizations have printed materials to educate the public. Are these efforts working? Are the ethics and values in the business world and in the education world the same? Several scenarios are examined in investigating these questions.  相似文献   

School readiness of moderately preterm children at preschool age     

Giovanna Perricone  M. Regina Morales  Germana Anzalone 《European Journal of Psychology of Education - EJPE》2013,28(4):1333-1343

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age?=?62 months, mean gestational age?=?34.6 weeks), without any clinical neonatal complications, and low birth weight (M?=?2,100 g, SD?=?350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U _{(n1 e?n2?=?55)}?=?35, p?=?0.04, r?=?0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U _{(n1?e?n2?=?55)}?=?32, p?=?0.02, r?=?0.45], premathematics [U _{(n1?e?n2?=?55)}?=?32, p?=?0.02, r?=?0.44], and the total score [U _{(n1?e?n2?=?55)}?=?31, p?=?0.02, r?=?0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.  相似文献   

Does the MBA Experience Support Diversity? Demographic Effects on Program Satisfaction*     

J. B. Arbaugh  Regina Bento  Alvin Hwang 《Decision Sciences Journal of Innovative Education》2010,8(2):391-415

Using data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students’ perceptions of their educational experience was whether the MBA program was full time or part time, with full‐time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond.  相似文献   

Emotion‐regulation ability,burnout, and job satisfaction among British secondary‐school teachers     

Marc A. Brackett  Raquel Palomera  Justyna Mojsa‐Kaja  Maria Regina Reyes  Peter Salovey 《Psychology in the schools》2010,47(4):406-417

The topic of emotion regulation and its relationship with teacher effectiveness is beginning to garner attention by researchers. This study examined the relationship between emotion‐regulation ability (ERA), as assessed by the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), and both job satisfaction and burnout among secondary‐school teachers (N = 123). It also examined the mediating effects of affect and principal support on these outcomes. ERA was associated positively with positive affect, principal support, job satisfaction, and one component of burnout, personal accomplishment. Two path models demonstrated that both positive affect and principal support mediated independently the associations between ERA and both personal accomplishment and job satisfaction. © 2010 Wiley Periodicals, Inc.  相似文献   

Perceived value of scholarly articles     

Carol TENOPIR  Suzie ALLARD  Benjamin J. BATES  Kenneth J. LEVINE  Donald W. KING  Ben BIRCH  Regina MAYS  Chris CALDWELL 《Learned Publishing》2011,24(2):123-132

When faced with an abundance of articles, readers must weigh the relative importance of various characteristics to select which articles to read. Over 400 researchers in 12 countries responded to a questionnaire that asked them to rank seven article characteristics and rate 16 article profiles. After article topic, the next most highly ranked characteristics were online accessibility and source of article. Conjoint analysis revealed the highest rated profiles to be (i) article written by a top‐tier author, in a top peer‐reviewed journal, available online at no personal cost to the reader; and (ii) article written by a top‐tier author, in a peer‐reviewed journal not in the top tier, available online at no personal cost to the reader. There were significant differences in characteristic rankings by discipline and geographic location.  相似文献   

The Responses of Kuwaiti Special Educators to American Approaches to the Care and Treatment Provided Individuals with Mental Retardation in the United States Today     

William R. Nelson  Elizabeth A. McDaniel  Regina Miller 《International Journal of Disability, Development & Education》1997,44(2):163-175

Twenty‐five special educators from Kuwait who had participated in a six‐week special education enrichment program in the United States were surveyed regarding their impressions and reactions. A presentation of the program in which they participated is combined with an elaboration of their socio‐cultural background to form the framework upon which their impressions and reactions are discussed. Lessons learned regarding international training efforts are also included.  相似文献   

One hundred boys,one hundred challenges: The examination and conservation of two Viennese folding screens decorated with a Chinese silk embroidery     

Edith Oberhumer  Maarten R. van Bommel  Matthijs de Keijzer  Suzan de Groot  Rudolf Erlach  Regina Hofmann-de Keijzer 《文物保护研究》2014,59(5):S119-S123

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What Is the Impact of Computer Literacy on the Academic Performance of D-learning Students？     

Eduardo de Paula e Silva Chaves  ;Celia Regina Andreoli 《美中教育评论》2014,(5):346-355

Due to the globalization and the spread of the Internet, distance learning （D-learning） has gained extraordinary impulse in recent years by classes broadcasted by Websites and assignments fulfilled by students in their own computers. D-learning facilitates the access to education to those people who are working or have low buying power due to its reduced cost and time convenience. Although D-learning has existed in the world for over 150 years, only in the last decades, it has become the focus of academic studies and researches in a systematic way. In this context, the objective of this research is to evaluate the impact of computer literacy on the academic performance of the D-learning students of Faculdade lnterativa COC--EAD （COC--D-learning Interactive College）, P61o Lafaiete （Lafaiete Branch）, Ribeirao Preto. The research consisted of a questionnaire with 21 qualitative dichotomous questions, concerning the level of knowledge and mastery of information techdologies, besides the gender and academic performance （weighted average and marks of the last module）. The data were tabulated, being considered two main variables： （a） academic performance, represented by the marks of the last module; and （b） computer literacy, represented by the sum of the questions concerning this matter. The data were analyzed statistically, and the correlation between the two variables considered was analyzed by Pearson＇s Correlation Test. The interviews of the 54 interviewees （24 males （44.45%） and 30 females （55.55%）） taking the business administration course were analyzed. The correlation coefficient r = 0.303 indicates that there is a meaningful correlation between the students＇ academic performance （marks） and their computer literacy, that is, the greater the computer literacy, the better the marks obtained by these students in the D-learning course. D-learning has computing as its main tool, theretbre, the students with less computer literacy find barriers in D-learning, which o ref  相似文献