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101.
Wendy R. Calaway Todd Callais Robin Lightner 《Journal of Criminal Justice Education》2016,27(3):432-448
The pedagogical approaches of a criminal justice education affect the attitudes and perceptions of those most likely to develop and administer criminal justice policies in the future. This study examines the effect of a prison tour on students’ understanding of prison and attitudes about punishment. Undergraduate criminal justice students were given a survey to assess their attitudes about prisons, prisoners, and alternative sanctions before and after a field trip to the Southern Ohio Correctional Facility. Post-survey responses showed changes in students’ perceptions regarding punitiveness, prisons, prisoners, and rehabilitation. We discuss this finding within the framework of the contact hypothesis, and we recommend including this type of first-hand exposure as part of a criminal justice curriculum. 相似文献
102.
Katharine Burn Robin Conway Anne Edwards Eluned Harries 《British Educational Research Journal》2021,47(3):616-633
The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda. 相似文献
103.
104.
Thomas Demeester Robin Aly Djoerd Hiemstra Dong Nguyen Chris Develder 《Information Retrieval》2016,19(3):284-312
Evaluation of search engines relies on assessments of search results for selected test queries, from which we would ideally like to draw conclusions in terms of relevance of the results for general (e.g., future, unknown) users. In practice however, most evaluation scenarios only allow us to conclusively determine the relevance towards the particular assessor that provided the judgments. A factor that cannot be ignored when extending conclusions made from assessors towards users, is the possible disagreement on relevance, assuming that a single gold truth label does not exist. This paper presents and analyzes the predicted relevance model (PRM), which allows predicting a particular result’s relevance for a random user, based on an observed assessment and knowledge on the average disagreement between assessors. With the PRM, existing evaluation metrics designed to measure binary assessor relevance, can be transformed into more robust and effectively graded measures that evaluate relevance towards a random user. It also leads to a principled way of quantifying multiple graded or categorical relevance levels for use as gains in established graded relevance measures, such as normalized discounted cumulative gain, which nowadays often use heuristic and data-independent gain values. Given a set of test topics with graded relevance judgments, the PRM allows evaluating systems on different scenarios, such as their capability of retrieving top results, or how well they are able to filter out non-relevant ones. Its use in actual evaluation scenarios is illustrated on several information retrieval test collections. 相似文献
105.
Lucia Mason 《Instructional Science》2004,32(4):293-318
The purpose of this study was to extend previous research on the conditions that may promote understanding and abstraction
via structural alignment, that is, through a comparison between two partially understood situations. Structural alignment
is a route to analogical reasoning which differs from the typical route where an analogy is made by eliciting an unknown situation
from a very familiar one. Ninety-nine eighth graders were presented with two pairs of scenarios; the first depicting two phenomena
of heat flow and the second, two phenomena of the changing state of matter. Participants were randomly assigned to five different
conditions which varied in the degree to which they required a comparisonbetween the phenomena in the scenario pairs. For
each pair of scenarios, participants were asked to describe the differences between the two phenomena, explain what happens
in the phenomena, rate the similarity between the two, and justify the ratings. Results show that analogical reasoning was
promoted more in the condition where participants were asked to jointly interpret the phenomena depicted in the scenarios.
For both pairs of scenarios, students in this condition reached a deeper understanding; they were more able to identify alignable
differences between the phenomena, and recognize the abstract and general higher-order relational structure implied by the
perceptually different situations. 相似文献
106.
This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols. 相似文献
107.
Scott D. Winnail Lynn M. Artz Brian F. Geiger Cynthia J. Petri Rebecca Bailey J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236
This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research. 相似文献
108.
109.
Robin L. Dobson Melissa A. Bray Thomas J. Kehle Lea A. Theodore Heather L. Peck 《Psychology in the schools》2005,42(7):707-720
Asthma is a pervasive inflammatory disorder of the bronchial airways that causes the normal functioning of the airways to become overreactive. This disorder affects approximately 8 million children in schools per year and accounts for a significant amount of absences. Researchers have speculated that pharmacological interventions are alone insufficient or overaggressive in treating asthma, and numerous studies have demonstrated a connection between emotions and asthma. It has therefore been suggested that psychological interventions may be appropriate for this population. One such intervention, relaxation and guided imagery (RGI), that incorporates mental representations as well as the senses in a process of relaxing all the parts of the body has been shown to be effective with children with asthma. The current study served as a replication and extension of this previous research. The purpose of the investigation was to examine the effectiveness of RGI with an elementary school sample as well as determine the overall improvement in happiness, anxiety, and quality of life of the participants. Results demonstrated that RGI significantly improved the lung functioning of 3 out of 4 participants in the study. Furthermore, overall happiness improved for 1 participant in the study, state anxiety decreased for 2 of the 4 participants, and trait anxiety decreased for all 4 participants. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 707–720, 2005. 相似文献
110.
ABSTRACTThis paper uses mixed methods to explore perceptions of international-mindedness within two case study schools in Istanbul, Turkey: a national school with mostly Turkish students and an international school with students from many nationalities. Using a conceptual framework developed by an international education programme, the authors critically analyse pillars of international-mindedness: multilingualism, intercultural understanding, and global engagement. Findings reveal that the national school was striving to overcome limitations of homogeneity, while the international school struggled to address its assumptions that a heterogeneous population alone would be enough to encourage intercultural understanding. Neither school had developed clear conceptual links among multilingualism, intercultural understanding, and global engagement. Thus, deliberate efforts are needed to provide students with experiences that foster international-mindedness. Other researchers and educators can use this framework and associated methods to examine how international-mindedness is implemented in different schools in other regions of the world. 相似文献