Impact of Early Alert on Community College Student Persistence in Virginia     

Lori J. Dwyer  Mitchell R. Williams  Shana Pribesh 《Community College Journal of Research & Practice》2013,37(3):228-231

ABSTRACT

Early alert systems have promised to be an integral component of a student success solution. The purpose of this quantitative study was to examine the relationship between the use of the early alert system and persistence for students taking developmental education courses and students taking college-level courses in the Virginia Community College System. A quasi-experimental, nonrandomized research design with matched-control groups was used to evaluate impact on student persistence. Data analysis was conducted using multiple binary logistic regressions. The results indicated the early alert system had a substantial and positive impact on developmental mathematics students, with minimal to no impact on developmental English and college-level students. Students enrolled in developmental English courses, experienced a positive, but much more modest impact. Finally, students in college-level courses experienced a very mild impact, in some instances positive and others negative.  相似文献   

2 + 2 = BSW: An Innovative Approach to the Community College-University Continuum in Social Work Education     

Lori Messinger 《Community College Journal of Research & Practice》2013,37(5):454-465

This article is a case study of a 2 + 2 undergraduate social work degree program developed by a regional urban community college and a social work program at a midwestern university. This program brings the undergraduate social work degree program from the university's main campus to the community college campus, using university instructors to deliver the same upper-level courses in the major in a venue, structure, and schedule that accommodates the needs of lower-income, nontraditional, first generation, and racial and ethnic minority community college students. By reviewing the process of developing and implementing this 2 + 2 degree completion program, the article will assist university and community college faculty and administrators who would like to develop similar community college-based, bachelor degree programs. Challenges faced in this specific case study are delineated, and suggestions are offered for successfully developing this kind of 2 + 2 degree program.  相似文献   

Food Safety Practices Assessment Tool: An Innovative Way to Test Food Safety Skills among Individuals with Special Needs     

Elena T. Carbone  Stanley E. Scarpati  Lori F. Pivarnik 《Journal of Food Science Education》2013,12(1):7-16

Abstract: This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A Food Safety Education for High School and Transition Special Needs Students curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA‐funded initiative emerged from teacher‐generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom‐based learning activities that are aligned with students’ Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen‐based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real‐world environment. Further testing is needed to determine the usefulness of the tool for broader audiences.  相似文献   

The Internet and health information: differences in pet owners based on age, gender, and education     

LR Kogan  R Schoenfeld-Tacher  AR Viera 《Journal of the Medical Library Association : JMLA》2012,100(3):197-204

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A person-oriented approach to understanding dimensions of parenting in low-income mothers   总被引：1，自引：0，他引：1  

Gina A. Cook  Lori A. Roggman  Kim D’zatko 《Early childhood research quarterly》2012

The purpose of this study was to examine parenting types in a low-income sample from a person-oriented approach. Data were used from a public use data set from the Early Head Start Research and Evaluation Project (EHSREP) along with new extant ratings of parenting behavior from the EHSREP archive of videotaped parent–child observations. Parenting behavior indicators were examined using latent class analysis as a grouping strategy across three time points to characterize this sample of 2631 Early Head Start mothers. Three latent classes of mothers were identified at 14, 24, and 36 months: developmentally supportive (the largest group in this sample), unsupportive, and negative. Predictors of parenting types were also examined and parenting types were linked to child outcomes. The results of these analyses show common characteristics of these distinct types of parents likely to be in Early Head Start programs and may help programs identify which families would most benefit from services to help them increase behaviors to promote their young children's early development.  相似文献   

A CLASSICAL MNEMONIC FOR OLDER LEARNERS: A TRIP THAT WORKS!     

Lori Farney  Ronald H. Aday 《Educational gerontology》2013,39(3):215-224

ABSTRACT

This study investigated age preferences for 11 different service providers and the age at which workers in these occupational roles were considered to be “too old” by three age groups: young (18–24), middle-aged (35–55), and older adults (65 +). Results indicate that in comparison to middle-aged and older adults, young adults continue to have unrealistic age preferences and, at a time when the workforce is becoming increasingly older, feel that many workers are too old. The hypothesis of a positive relationship between age group and age preference was not supported; there were few significant differences between the middle-age and older adults.  相似文献   

An Empowerment Approach for Elders Living With Diabetes: A Pilot Study of a Community-Based Self-Help Group—The Diabetes Club     

Vaughn A. DeCoster  Lori George 《Educational gerontology》2013,39(9):699-713

ABSTRACT

Diabetes mellitus is a disabling, deadly disease, affecting one in five of adults over 65. Unfortunately, for the few elders that receive diabetes self-care training it is often taught using traditional didactic methods that are insensitive to their unique needs and immersed in the traditional medical paradigm. Integrating diabetes self-care into daily living demands more than knowledge acquisition and skill mastery; it requires acceptance of the disease, motivation for change, instrumental and emotional support, general problem-solving skills, and control over one's life – empowerment. This project sought to develop and pilot-test a peer-led, community-based, self-help intervention for elders with diabetes—the Diabetes Club. The intervention targeted diabetes self-efficacy, seeking to empower elders then increase diabetes self-care behavior targets, resulting in improved glycemic control. Club members and social workers collectively developed, implemented, tested intervention protocols, detailed in this paper with additional materials available on a dedicated website. Albeit over a short time period, findings showed significant improvements in diabetes self-efficacy, self-care behaviors, and reduction of glycosolated hemoglobin (A1C). The results are promising, demonstrating the benefits of social-work involvement in diabetes and the potential of elders helping themselves and each other.  相似文献   

Kindergarten school readiness and fourth‐grade literacy and numeracy outcomes of children with special needs: a population‐based study     

Jennifer E.V. Lloyd  Lori G. Irwin  Clyde Hertzman 《教育心理学》2009,29(5):583-602

In British Columbia, Canada, two population‐based databases have been linked at the level of the individual child: the Early Development Instrument, a Kindergarten school readiness measure; and the Foundation Skills Assessment, a Grade Four academic assessment. Utilising these linked data, we explored the early school readiness, literacy, and numeracy outcomes of a province‐wide study population of children with special needs (N = 3677) followed longitudinally from Kindergarten to Grade Four. In particular, we explored the categories of special needs among our study population. In addition, we investigated the Kindergarten school readiness and Grade Four literacy and numeracy outcomes of children with special needs. We also explored the Grade Four literacy and numeracy outcomes of children with special needs who were ‘not school ready’ at Kindergarten. Finally, we identified the categories of special needs of children who participated in the Kindergarten data collection, but were missing literacy and numeracy scores at Grade Four. Future directions are discussed.  相似文献   

Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science     

Gail Richmond  Lori Ann Kurth 《科学教学研究杂志》1999,36(6):677-697

The purpose of this study was to investigate how research apprenticeships shaped students' views of the culture and practice of science. Twenty‐seven 11th and 12th graders from across the United States and American Samoa participating in a summer research program were interviewed individually three times over 7 weeks. Seven students were selected as a representative focus group, and in addition to interviews, their journals, entrance questionnaires, and exit questionnaires were analyzed for what they revealed about students' ideas of what constituted scientific work, of the research process, of the existence and importance of communities in which they participated, and of the roles they played in these communities. Based on the pattern of student comments and perspectives, we identified four dimensions of scientific practice and culture whose salience and complexity increased and became articulated over the 7‐week period. These dimensions included technical language, collaboration, uncertainty, and inquiry. The learning that took place with regard to these dimensions took place within three program‐embedded communities, which we identified as laboratory‐centered, program‐centered, and peer‐centered. The roles students played in these communities and the degree to which they could make use of resources within them contributed to students' view of scientific practice and culture, and to the development of the identity kits they began to construct of themselves as scientists. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 677–697, 1999  相似文献   

The WISE group: Connecting activism,teaching, and research     

Lynnette Cavazos  Constanza Chiappe Hazelwood  Elaine V. Howes  Lori Kurth  Paula Lane  Laura Markham  Gail Richmond  Kathleen J. Roth 《科学教学研究杂志》1998,35(4):341-344

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