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   

Travel Report: Kyiv and L'viv,Ukraine, April 21–29, 2012     

Regina Frackowiak 《Slavic & East European Information Resources》2013,14(4):254-260

This article reports on a trip taken by the author, a Library of Congress reference librarian responsible for Ukraine, to Kyiv and L'viv, Ukraine, April 21–29, 2012. The trip was sponsored by the American Council for International Education and the US Department of State.  相似文献   

III MEETING THE CRISIS IN FAMILY LIFE     

Regina Westcott Wieman∗ 《Religious education (Chicago, Ill.)》2013,108(3):140-146

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Using Educative Assessments to Support Science Teaching for Middle School English-language Learners   总被引：1，自引：0，他引：1  

Cory A. Buxton  Martha Allexsaht-Snider  Regina Suriel  Shakhnoza Kayumova  Youn-jeng Choi  Bobette Bouton  Melissa Baker 《Journal of Science Teacher Education》2013,24(2):347-366

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.  相似文献