Reassessing “a statewide study of ECE and non-ECE schools on reading achievement, grades 2 and 3, based on the California assessment program results”     

Richard Hill  David Gordon  David Sweet 《Studies in Educational Evaluation》1977,3(3):207-214

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Book reviews     

Pierre Furter  Vanilda Paiva  Udo Bude  Marcela Gajardo  Edwin Keiner  Antoine Gennaoui  Traian Vraşmaş  Vivian L. Gadsden  Renate Nestvogel 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(5):553-572

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Empirical Performance of Covariates in Education Observational Studies     

Vivian C. Wong  Jeffrey C. Valentine  Kate Miller-Bains 《Journal of research on educational effectiveness》2017,10(1):207-236

This article summarizes results from 12 empirical evaluations of observational methods in education contexts. We look at the performance of three common covariate-types in observational studies where the outcome is a standardized reading or math test. They are: pretest measures, local geographic matching, and rich covariate sets with a strong theory of treatment selection. Overall, the review demonstrates that although the pretest often reduces bias in observational studies, it does not always eliminate it. Its performance depends on the pretest's correlation with treatment selection and the outcome, and whether preintervention trends are present. We also find that although local comparisons are prioritized for matching, its performance depends on whether comparable no-treatment cases are available. Otherwise, local comparisons may produce badly biased results. In cases where researchers have a strong theory of selection and rich covariate sets, observational methods perform well, but additional replication studies are needed. Finally, observational methods that rely on demographic covariates without a theory of selection rarely produce unbiased treatment effects. The article concludes by offering education researchers empirically based guidance on covariate selection in observational studies.  相似文献   

Changing thoughts,changing practice: examining the delivery of a group CBT-based intervention in a school setting     

Caoimhe Weeks  Vivian Hill  Charlie Owen 《Educational Psychology in Practice》2017,33(1):1-15

Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts.  相似文献   

An investigation into the consistency of marking examination scripts in B.Sc. Part I in mechanical engineering     

B. J. Hill 《Higher Education》1972,1(2):221-227

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Book Reviews     

William D. Taylor  Harold E. Hill  John C. Belland 《Educational technology research and development : ETR & D》1982,30(3):186-189

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The understanding in science test as a measure of piagetian level of intellectual development     

A. J. D. Blake  D. M. Hill 《Research in Science Education》1980,10(1):83-91

Conclusion The purpose of this paper is not to denigrate pencil-and-paper tests of intellectual capabilities. The Understanding in Science Test, if it were not for its reliability problems, may be a useful test of intellectual processing. It appears not to be a successful analogue to clinically-administered Piagetian tasks. The same may be said of the other written or group tests of this nature. If they are reliable, they may provide useful measures of intellectual ability. Our research, though, suggests that, for junior high school students and younger, they may not possess high concurrent validity with Piagetian tasks.  相似文献   

Cognitive strategies and learning from the world wide web   总被引：14，自引：0，他引：14  

Janette R. Hill  Michael J. Hannafin 《Educational technology research and development : ETR & D》1997,45(4):37-64

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Oxidative injury and antioxidant vitamins E and C in Schizophrenia     

Benedicta D'Souza  Vivian D'Souza 《Indian journal of clinical biochemistry : IJCB》2003,18(1):87-90

Susceptibility of Schizophrenic patients to lipid peroxidation relative to healthy control subjects was investigated by measuring the malondialdehyde (MDA) levels in plasma. The main finding was that Schizophrenic patients were more susceptible than control subjects to oxidative damage as evident from increased MDA levels in plasma. Antioxidant levels are also depleted in Schizophrenic patients when compared to normal subjects as evident from decreased levels of vitamins E and C in the plasma. Impaired antioxidant defense and increased lipid peroxidation suggests that treatment with antioxidants (Vitamin E, Vitamin C, beta carotene) at the initial stages of illness may prevent further oxidative injury and deterioration of associated neurological deficits in Schizophrenia.  相似文献   

Attitudes toward Family Obligations among American Adolescents with Asian, Latin American, and European Backgrounds   总被引：6，自引：0，他引：6  

Andrew J. Fuligni  Vivian Tseng  & May Lam 《Child development》1999,70(4):1030-1044

This study was designed to examine the attitudes toward family obligations among over 800 American tenth ( M age = 15.7 years) and twelfth ( M age = 17.7 years) grade students from Filipino, Chinese, Mexican, Central and South American, and European backgrounds. Asian and Latin American adolescents possessed stronger values and greater expectations regarding their duty to assist, respect, and support their families than their peers with European backgrounds. These differences tended to be large and were consistent across the youths' generation, gender, family composition, and socioeconomic background. Whereas an emphasis on family obligations tended to be associated with more positive family and peer relationships and academic motivation, adolescents who indicated the strongest endorsement of their obligations tended to receive school grades just as low as or even lower than those with the weakest endorsement. There was no evidence, however, that the ethnic variations in attitudes produced meaningful group differences in the adolescents' development. These findings suggest that even within a society that emphasizes adolescent autonomy and independence, youths from families with collectivistic traditions retain their parents' familistic values and that these values do not have a negative impact upon their development.  相似文献