Student views on wastage     

Stella Greenall 《Higher Education Quarterly》1971,25(2):177-181

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Seeking excellence through independence: Liberating colleges and universities from excessive regulation: by Terrence J. MacTaggart and Associates. San Francisco: Jossey-Bass, 1998. 212p. $29.95. ISBN 0-7879-0922-X     

Stella Bentley 《The Journal of Academic Librarianship》1998,24(6):496

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Pluralistic Ignorance About Sex: The Direct and the Indirect Effects of Media Consumption on College Students' Misperception of Sex-Related Peer Norms     

Chia  Stella C.; Lee  Waipeng 《Int. Journal of Public Opinion Research》2008,20(1):52-73

The term pluralistic ignorance refers to erroneous beliefs heldby a group of individuals about the attitudes or behavior ofothers. In this study, we examined the degree to which collegestudents in Singapore misconceive their peers’ sexualattitudes and behavior. The data for this study came from aweb-based survey involving a random sample of 534 college studentsin Singapore. The results indicate widespread evidence of pluralisticignorance; that is, students believed that their peers weresignificantly more sexually active than was actually the case.The data also suggest that the students formed such erroneousimpressions of peers on the basis, in part, of the students’media consumption and of the students’ own sexual attitudes.  相似文献   

Developing science and engineering career opportunities for American Indians: Experiences and observations     

Jack Weyland  Sara McCulloh  Stella Hughes  T. Ashworth 《Journal of Science Education and Technology》1993,2(2):417-433

This paper reports our experiences in working with precollege and undergraduate American Indian students. In 1990, we began a fourth-grade after-school science program for 30 American Indian students. At the present time the program, called Scientific Knowledge for Indian Learning and Leadership (SKILL), involves over 200 American Indian 4th-9th grade students in weekly science/mathematics activities, quarterly Saturday seminars, and summer science camps. We have collected data to try to determine factors that help to improve student attitudes towards mathematics and science. Conclusions are drawn from these analyses and from our own subjective observations. The development of American Indian involvement in undergraduate science and engineering education on our campus has been aided by the establishment of an American Indian Science and Engineering Society (AISES) chapter and also by the promotion of collaborative learning. A comparison of our observations in the framework of other more well-established programs is given. Changes that have occurred as a result of both precollege and college activities are described and discussed. It appears that each of these activities has had beneficial influences on the other. We also report problems and concerns as well as recommendations to other groups or institutions who may be embarking on similar endeavors.  相似文献   

Postcards from the Borderlands: Building a Career from the Outside/Within     

Ella Edmondson Bell  Stella M. Nkomo 《Journal of Career Development》1999,26(1):69-84

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Too much too little: educating just in case?     

Achieng  Stella Anne 《Cultural Studies of Science Education》2020,15(4):875-884

Cultural Studies of Science Education - This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through...  相似文献   

Profiles of choice: Parents’ patterns of priority in child care decision-making     

Jinseok Kim  Maryah Stella Fram 《Early childhood research quarterly》2009

Responding adequately to parental priorities for child care is important for shaping children’s early experiences and development, and for facilitating parenting at the nexus of work and caregiving roles. Although much research on child care choice has relied on variable-centered approaches that treat parental priorities as distinct and isolated, this article aims to understand parents’ care choices from a person-centered, holistic perspective. Using data from the National Household Education Survey of Early Childhood Program Participation of 2005 (n = 4570), we conduct latent class and multinomial logistic regression analyses, identifying four empirically and substantively distinctive classes of parents based on their scores on seven indicators of child care priority. Class 1 parents (35%) rank all seven indicators as very important. Class 2 parents (18%) prioritize practicality factors. Class 3 parents (9%) do not, on average, rank any of the indicators as highly important. Class 4 parents (37%) emphasize learning and quality-focused factors. Class membership is associated with child’s age, race/ethnicity, and parent respondent’s gender, age, employment status, and socio-economic status. After controlling for socio-demographic factors, parents in the learning-focused class are more likely to choose center-based cares whereas practicality-focused parents prefer home-based relative or non-relative care arrangements.  相似文献   

The effect of carbohydrate and caffeine mouth rinsing on kicking performance in competitive Taekwondo athletes during Ramadan     

İbrahim Ethem Pak  Mutlu Cuğ  Stella L. Volpe 《Journal of sports sciences》2020,38(7):795-800

ABSTRACT

Mouth rinsing has been proposed as a strategy to minimize performance decrements during Ramadan. We investigated the effect of 4 weeks of Ramadan on kicking performance in 27 Taekwondo athletes performing weekly Taekwondo Anaerobic Intermittent Kick Tests (TAIKT). The effects of a placebo, 6.4% glucose and 6-mg/kg caffeine mouth rinses on TAIKT performance and perceived exertion were investigated before, during weekly training sessions, and after Ramadan in a counterbalanced, crossover design. Ramadan had a significant negative impact on the percentage of successful kicks in Week 1 of Ramadan (pre: 76.7±0.4%, Week 1: 69.9±3.2%). The percentage of successful kicks was significantly greater in the caffeine mouth rinse condition compared to the glucose and placebo conditions during the first 3 weeks of Ramadan (caffeine: 38.3±6.8%, glucose: 36.4±6.9%, placebo: 36.0±6.5%). Caffeine decreased perceived exertion during Ramadan (0.74-1.15 AU, p>0.05). Our results showed that Ramadan had a significant negative effect on repeated high-intensity kicking efforts that should be considered when training and competing. Additionally, there were significant positive effects of a caffeine mouth rinse in a sport-specific test. These data suggest that athletes can consider mouth rinsing as a strategy to enhance performance when undertaking training or competition during a period of privation.  相似文献   

Several Variations of Simple-Structure MIRT Equating     

Stella Y. Kim  Won-Chan Lee 《Journal of Educational Measurement》2023,60(1):76-105

The current study proposed several variants of simple-structure multidimensional item response theory equating procedures. Four distinct sets of data were used to demonstrate feasibility of proposed equating methods for two different equating designs: a random groups design and a common-item nonequivalent groups design. Findings indicated some notable differences between the multidimensional and unidimensional approaches when data exhibited evidence for multidimensionality. In addition, some of the proposed methods were successful in providing equating results for both section-level and composite-level scores, which has not been achieved by most of the existing methodologies. The traditional method of using a set of quadrature points and weights for equating turned out to be computationally intensive, particularly for the data with higher dimensions. The study suggested an alternative way of using the Monte-Carlo approach for such data. This study also proposed a simple-structure true-score equating procedure that does not rely on a multivariate observed-score distribution.  相似文献   

The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence     

Stella Gaon  & Stephen P. Norris 《Journal of Philosophy of Education》2001,35(2):187-201

Motivated by the work of Hardwig (1985, 1991) on epistemic dependence and trust in expertise, we enquire into the nature and extent of the critical assessment that non-scientists can make—and that they should be taught to make—with regard to science. Our thesis is that critical assessment of science is possible for non-experts because at the basis of science is a set of norms, beliefs and values that are contestable by non-scientists. These norms, beliefs and values are of critical importance to science education and valuable to explore from a pedagogical perspective.  相似文献