Utilizing Federal Funds for Experiential Education: The Job Location and Development Program     

Kristina L. Miller 《Journal of Career Development》2003,29(3):161-166

The way in which the government defines financial need does not always account for the individual decisions families make when sending a student to college. Many students who do not qualify for federal financial aid must still pay for part of their educational expenses, and need a part-time job in order to do so. The Job Location and Development (JLD) program was designed to help these students find the employment they need, to pick up where federal work study leaves off. Since 1979, the MU Career Center and the Office of Student Financial Aid at the University of Missouri–Columbia have together operated a JLD program on campus that, since its inception, has helped more than 25,000 students find employment while in school. Those employment opportunities serve to not only assist students in funding their education, but also to provide students the opportunity to learn about themselves—their strengths and weaknesses, their career interests, perhaps what major they ought to choose—as well as valuable skills they can use after graduation.  相似文献   

Literacy-based behavioural interventions delivered by peers: a teaching strategy for students with severe disabilities     

Michael P. Brady  Kalynn Hall  Kristina Bielskus-Barone 《Educational Psychology in Practice》2016,32(4):424-434

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students’ new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills.  相似文献   

Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics     

Curtin  Suzanne  Manis  Franklin R.  Seidenberg  Mark S. 《Reading and writing》2001,14(5-6):515-547

The spelling errors of third graders who fit phonological andsurface profiles of developmental dyslexia were analyzed, alongwith the errors of younger (reading level matched) andchronologically age matched non-dyslexic comparison groups. InStudy 1, errors were analyzed as phonologically constrained,unconstrained, or inaccurate and as either orthographicallyacceptable or unacceptable. Study 2 extended the errorclassification system to nonword spellings. The main finding wasthat different types of dyslexics produced different types oferrors. Both studies found that children produced spelling errorsconsistent with their type of dyslexia. The phonological groupshowed poor knowledge of phoneme-grapheme correspondences,consistent with the existence of a phonological deficit. Thesurface group's spelling error profile differed from thephonological group and closely resembled the younger normalcomparison group. This pattern is consistent with other evidencethat surface dyslexia represents a general delay in acquiringliteracy skills. The studies provide converging evidence, from aspelling task, that developmental dyslexia is a non-homogeneouscategory consisting of at least two major subtypes with distinctetiologies and behavioral sequelae.  相似文献   

Zwischen Schule und Universität: Argumentation in der Mathematik     

Kathrin Nagel  Kristina Reiss 《Zeitschrift für Erziehungswissenschaft》2016,19(2):299-327

Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors.  相似文献   

Impairments in learning due to motivational conflict: situation really matters     

Nina K. Brassler  Axel Grund  Kristina Hilckmann  Stefan Fries 《教育心理学》2016,36(7):1323-1336

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending on the presence and motivational strength of conflicting alternatives. In Study 1 (N?=?221), the subjective value attributed to a respective alternative in a study–leisure conflict scenario partially accounted for differences in self-regulated learning while controlling for interindividual differences. Study 2 (N?=?112) demonstrated that this pattern applies to both when the respective alternatives refer to ‘liking to’ (want conflicts) and ‘having to’ (should conflicts) do something. Moreover, it is demonstrated that impairments due to motivational conflict are higher than impairments inherent in the studying activity itself (baseline). The results emphasise the importance of concurring action alternatives for explaining difficulties in self-regulated learning.  相似文献   

News in the editorial team     

Kristina Edström  Jonte Bernhard  Maartje van den Bogaard 《European Journal of Engineering Education》2019,44(5)

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Gender Development in Transgender Preschool Children          下载免费PDF全文

Anne A. Fast  Kristina R. Olson 《Child development》2018,89(2):620-637

An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable.  相似文献   

Education in the Field Influences Children’s Ideas and Interest toward Science   总被引：2，自引：0，他引：2  

Kristina Zoldosova  Pavol Prokop 《Journal of Science Education and Technology》2006,15(3-4):304-313

This paper explores the idea of informal science education in scientific field laboratory (The Science Field Centre). The experimental group of pupils (N = 153) was experienced with approximately 5-day lasting field trips and experiments in the Field Centre in Slovakia. After finishing the course, two different research methods were used to discover their interest and ideas toward science. Pupils from the experimental group showed significant differences from those that did not experience education in the Field Centre (control group, N = 365). In comparison to the control group, pupils of the experimental group highly preferred book titles that were related to their program in the Field Centre. There were differences between the drawings of ideal school environment from both pupils groups. In the drawings of the experimental group, we found significantly more items connected with the educational environment of the Field Centre (e.g. laboratory equipment, live animals). We suppose field science education would be one of the most effective ways to increase interest of pupils to study science and to invaluable intrinsic motivation at the expense extrinsic motivation.  相似文献   

New measures for research librariesNew measures for research libraries     

Danuta A. Nitecki  Brinley Franklin  Danuta A. Nitecki  Brinley Franklin 《The Journal of Academic Librarianship》1999,25(6):888

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Twenty Years of NSSE Data Use: Assessment Lessons for the Collective Good     

Jillian Kinzie  Keri Franklin 《Assessment Update》2020,32(2):4-15

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