Developing and Validating a Novel Anonymous Method for Matching Longitudinal School-Based Data     

Jon Agley  David Tidd  Mikyoung Jun  Lori Eldridge  Yunyu Xiao  Steve Sussman  Wasantha Jayawardene  Daniel Agley  Ruth Gassman  Stephanie L. Dickinson 《Educational and psychological measurement》2021,81(1):90

Prospective longitudinal data collection is an important way for researchers and evaluators to assess change. In school-based settings, for low-risk and/or likely-beneficial interventions or surveys, data quality and ethical standards are both arguably stronger when using a waiver of parental consent—but doing so often requires the use of anonymous data collection methods. The standard solution to this problem has been the use of a self-generated identification code. However, such codes often incorporate personalized elements (e.g., birth month, middle initial) that, even when meeting the technical standard for anonymity, may raise concerns among both youth participants and their parents, potentially altering willingness to participate, response quality, or generating outrage. There may be value, therefore, in developing a self-generated identification code and matching approach that not only is technically anonymous but also appears anonymous to a research-naive individual. This article provides a proof of concept for a novel matching approach for school-based longitudinal data collection that potentially accomplishes this goal.  相似文献   

An Integrative Review: The Role of the Doula in Breastfeeding Initiation and Duration     

Stephanie N. Acquaye  Diane L. Spatz 《The Journal of perinatal education》2021,30(1):29

The objective of this integrative review was to assess birth and postpartum doulas'' roles in supporting breastfeeding initiation and duration. The electronic databases Cumulative Index to Nursing and Allied Health Literature (CINAHL), Embase, PubMed, and Scopus were searched using the key terms doula and breastfeeding. Fourteen articles met inclusion criteria. Six key themes were identified. Doulas may acquire only modest amounts of lactation-specific education; however, doula care still enhances the breastfeeding care provided by health-care professionals. Doulas offer prenatal and intrapartum support that encourages breastfeeding initiation in the hospital, as well as providing breastfeeding support in the community and home settings. This reinforces the unique role of the doula in bolstering maternal–infant health. The effect of doulas on breastfeeding duration is less clear.  相似文献   

Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments     

Gardner  Stephanie M.  Suazo-Flores  Elizabeth  Maruca  Susan  Abraham  Joel K.  Karippadath  Anupriya  Meir  Eli 《Journal of Science Education and Technology》2021,30(3):447-447

Journal of Science Education and Technology - The original version of this article unfortunately contained a mistake. The name of “Susan Maruca” is now corrected in the author group.  相似文献   

Humanity and Resilience Project: The Development of a New Outreach Program for Counseling Centers at Colleges and Universities     

Stephanie Sibley  Lindsay Sauers 《Journal of College Student Psychotherapy》2019,33(1):67-74

  相似文献   

Celebration,commemoration and collaboration: milestones in the history of education     

Andrea Jacobs  Camilla Leach  Nancy G. Rosoff  Stephanie Spencer 《History of education》2019,48(2):151-155

  相似文献   

Pubertal development of the understanding of social emotions: Implications for education     

Burnett S  Thompson S  Bird G  Blakemore SJ 《Learning and individual differences》2011,21(6):681-689

Recent developmental cognitive neuroscience research has supported the notion that puberty and adolescence are periods of profound socio-emotional development. The current study was designed to investigate whether the onset of puberty marks an increase in the awareness of complex, or “mixed,” emotions. Eighty-three female participants (aged 9–16 years) were divided into three groups according to a self-report measure of puberty stage (early-, mid- and post-puberty). Participants were presented with emotional scenarios, and used four linear scales to rate their emotional response to each scenario. Scenarios were designed to evoke social emotions (embarrassment or guilt) or basic emotions (anger or fear), where social emotions are defined as those which require the representation of others' mental states. We measured the relative complexity or “mixedness” of emotional responses, that is, the degree to which participants reported feeling more than one emotion for a given scenario. We found that mixed emotion reporting increased between early- and post-puberty for social emotion scenarios, and showed no relationship with age, whereas there was no change in mixed emotion reporting for basic emotion scenarios across age or puberty groups. This suggests that the awareness of mixed emotions develops during the course of puberty, and that this development is specific to social emotions. Results are discussed in the context of brain development across puberty and adolescence, with speculation regarding the potential implications for education.  相似文献   

The effects of American Sign Language as an assessment accommodation for students who are deaf or hard of hearing     

Cawthon SW  Winton SM  Garberoglio CL  Gobble ME 《Journal of deaf studies and deaf education》2011,16(2):198-211

Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores.  相似文献   

Assessing teachers' perceptions for school‐based aggression prevention programs: Applying a cognitive‐ecological framework     

Paul Boxer  Dara Musher‐Eizenman  Eric F. Dubow  Stephanie Danner  Donna M.L. Heretick 《Psychology in the schools》2006,43(3):331-344

This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006.  相似文献   

Designing Personalized Online Teaching Professional Development through Self-Assessment     

Jason Rhode  Stephanie Richter  Tracy Miller 《TechTrends》2017,61(5):444-451

Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an online teaching readiness self-assessment. The instrument was developed based on key attributes and skills needed for proficiency in online teaching, in three areas: online teaching experience and attitudes, learning management system proficiency, and access to technology. The self-assessment was distributed through a web-based survey tool to faculty who were identified to develop new online courses. Individual results were used to create personalized frameworks of professional development offerings (workshops, institutes, videos, and consultations) and just-in-time resources to support faculty in their development process.  相似文献   

Not another ID model     

Stephanie Roberts  Cynthia Conn  Linda Lohr  Erin Hunt  Annmari Duffy 《TechTrends》2003,47(4):15-20

  相似文献