An Evaluation of Latent Growth Models for Propensity Score Matched Groups     

Walter L. Leite  Robert Sandbach  Rong Jin  Jann W. MacInnes  M. Grace-Anne Jackman 《Structural equation modeling》2013,20(3):437-456

Because random assignment is not possible in observational studies, estimates of treatment effects might be biased due to selection on observable and unobservable variables. To strengthen causal inference in longitudinal observational studies of multiple treatments, we present 4 latent growth models for propensity score matched groups, and evaluate their performance with a Monte Carlo simulation study. We found that the 4 models performed similarly with respect to model fit, bias of parameter estimates, Type I error, and power to test the treatment effect. To demonstrate a multigroup latent growth model with dummy treatment indicators, we estimated the effect of students changing schools during elementary school years on their reading and mathematics achievement, using data from the Early Childhood Longitudinal Study Kindergarten Cohort.  相似文献   

Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?     

Laura Stout Sosinsky  Walter S. Gilliam 《Early education and development》2013,24(4):676-706

Assistant teachers are a ubiquitous yet virtually overlooked part of the early education workforce. Assistant teacher education level and its relationship to various classroom characteristics and the roles lead teachers feel assistants play in classroom management and teaching were examined in a nationally representative sample of 3,191 state-funded prekindergarten classes. Research Findings: Most classrooms had at least 1 paid assistant teacher, and classrooms with multiple assistants were more likely to be in Head Start. Lead teachers in public schools were more likely to have a bachelor's degree or higher, to be paired with an assistant with a high school degree, and to report fewer release hours for planning (alone or shared with assistants) than teachers in Head Start. Hierarchical multiple regression indicated that assistant teachers were rated as most useful to teaching duties when the classroom was in a Head Start setting, when the discrepancy between the lead and assistant teachers’ education was smaller, and when there were more shared release hours for planning. Practice and Policy: Implications focus on future prekindergarten teacher workforce needs, the need for more shared planning time and guidance in its use, and the need for more attention to and support for the training and roles of assistant teachers.  相似文献   

Marina Van Geenhuizen and Peter Nijkamp (eds): Creative knowledge cities: myths, visions and realities     

Walter Santagata 《Journal of Cultural Economics》2013,37(4):457-459

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The Reverend Gershom Bulkeley of Connecticut,an Eminent Clerical Physician     

Walter R. Steiner 《Journal of the Medical Library Association》1904,2(2):91-103

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On the Boundaries of Framing Terrorism: Guilt,Victimization, and the 2016 Orlando Shooting     

Nathan Walter  Thomas J. Billard  Sheila T. Murphy 《Mass Communication and Society》2017,20(6):849-868

The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition.  相似文献   

Video tutorials revisited: The relationship between their use and library assessment quiz scores     

Walter M. Fontane 《College & Undergraduate Libraries》2017,24(1):90-102

There is considerable literature evaluating video tutorials. By the first decade of the twenty-first century, research established that online video tutorials performed as well as traditional face-to-face instruction. However, there is little evidence that students actually viewed the tutorials. This study compares postinstruction assessment quiz scores from one class over four semesters with usage statistics for five video tutorials during the same time frame. The data indicate that students do view the tutorials. However, the results also show that usage statistics, together with quiz scores, declined as students progressed through the five tutorials. Additionally, the study determined that there was no positive correlation between the number of viewings and postviewing assessment scores.  相似文献   

The Representation of Altruistic and Egoistic Motivations in Children’s TV Programming     

Ron Tamborini  Lindsay Hahn  Brian Klebig  Clare Grall 《Communication Research Reports》2017,34(1):58-67

A content analysis of children’s television examined the frequency with which behaviors were (a) driven by altruistic versus egoistic motivations, (b) performed by affable/surly characters, (c) rewarded/punished, and (d) present in content popular among different age groups (2–5, 6–11, and 12–17 years old). We found that portrayal patterns stressed the importance of egoistic motivations (particularly competence, autonomy, and relatedness) for older children. The findings are interpreted in line with logic underlying the model of intuitive morality and exemplars (MIME; Tamborini, 2013), suggesting that media representations can influence the motivations of their viewers.  相似文献   

Discourse,Justification, and Education: Jürgen Habermas on Moral Epistemology and Dialogical Conditions of Moral Justification and Rightness     

Walter C. Okshevsky 《Educational theory》2016,66(6):691-718

In this essay Walter Okshevsky addresses the question of whether a certain form of dialogically derived agreement can function as an epistemic (universal and necessary) criterion of moral judgment and ground of moral authority. Okshevsky examines arguments for and against in the literature of educational philosophy and develops Jürgen Habermas's affirmative answer as presented in his discourse theory of morality. Habermas's position is articulated as a moral epistemology (“strong dialogicality”) and is developed through his critique of the “monologism” of certain aspects of Immanuel Kant's moral theory. Okshevsky concludes with a consideration of some educational implications of Habermas's position.  相似文献   

Accreditation—what’s that?     

Walter Hanclosky  Rodney Earle 《TechTrends》1992,37(4):14-19

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The Minicourse—A Milestone on the Road to Better Teaching     

Walter R. Borg 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(1):14-23

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