America is Still the Dream!     

Jesse Stuart 《The Educational forum》2013,77(3):395-400

  相似文献   

Joyously to Drift and Dream     

Jesse Stuart 《The Educational forum》2013,77(4)

  相似文献   

A National Profile of Teacher Education Faculty: The Construction of an Online Survey     

Kim C. Graber  Heather Erwin  Amelia Mays Woods  Jesse Rhoades  Weimo Zhu 《Measurement in physical education and exercise science》2013,17(4):245-256

The purposes of this study were to examine the test-retest reliability of the PACER 20-m, multistage shuttle run and to examine the equivalence reliability of the mile run/walk and PACER from both a criterion-referenced and norm-referenced framework. All fourth- and fifth-grade children (N = 266) from one public school were administered two trials of the PACER and one trial of the mile run/walk (mean age = 10.5 ± 0.5 years). The percent of boys that passed the PACER (68%) was similar to the percent of boys that passed the mile run/walk (66%); however, the percent of girls that passed the PACER (96%) far exceeded the percent of girls that passed the mile run/walk (65%). Criterion-referenced reliability was estimated with proportion of agreement (Pa) and modified kappa (Kq) using FITNESSGRAM® (Cooper Institute for Aerobics Research, 1992) standards. Pa = .97 (Kq = .94) for girls and Pa = .82 (Kq = .65) for boys. The high level of agreement for girls was found because of the low criterion-referenced standards, which allowed 99 of 104 girls to pass both trials of the PACER. Criterion-referenced equivalence reliability of the mile run/walk and PACER was moderate for boys (Pa = .83, Kq = .65) and low for girls (Pa = .66, Kq = .33). The low level of classification agreement for girls was also explained by the low standards for the PACER for this age group. Thirty-four percent of the girls that passed the PACER failed the mile run/walk. Norm-referenced test-retest reliability of the PACER was estimated with an intraclass correlation (R_xx) from a one-way analysis of variance model. Reliability estimates were high for two trials (R_xx = .89 for boys and R_xx = .89 for girls) and acceptable for one trial (R_xx = .80 for boys and R_xx = .79 for girls). Pearson correlations between the mile run/walk and PACER were moderate (-.59≤r≤-.67). The moderate correlations between the mile run/walk and PACER and the low criterion-referenced...  相似文献   

Mapping MSW Research Training     

Nancy Freymond  Marina Morgenshtern  Mark Duffie  Liu Hong  Shirley Bugeja-Freitas  Jesse Eulenberg 《Journal of Teaching in Social Work》2013,33(3):248-268

The surge of interest in evidence-based interventions necessitates MSW graduates who will pursue research activities in the workplace. However, evidence suggests that social workers tend not to use their research skills after graduation. This study examined three constructs that inform students’ relationships to research: (a) confidence in research skills, (b) academic activities that stimulate students’ interest in research, and (c) anticipated outcomes from future involvement in research activities. The findings suggest that MSW programs need to extend research training beyond the classroom by providing holistic research learning environments that clarify the role and purpose of research for the social work profession and provide opportunities for students to transform didactic research training into practical research skills.  相似文献   

How authors can maximise the chance of manuscript acceptance and article visibility     

Jesse M. KALWIJ  Christian SMIT 《Learned Publishing》2013,26(1):28-31

  相似文献   

MORAL TRAINING AND INSTRUCTION IN HIGH SCHOOLS     

Jesse B. Davis 《Religious education (Chicago, Ill.)》2013,108(5):394-402

A simple, practical program for continuing education

  相似文献   

ORGANIZING AND UTILIZING THE SOCIAL LIFE OF THE STUDENTS     

Jesse B. Davis A.M. 《Religious education (Chicago, Ill.)》2013,108(2):219-224

  相似文献   

An examination of the intertemporal returns of patented inventions     

Jesse Giummo 《Research Policy》2014

This paper examines the intertemporal returns of patented inventions using estimates of patent value obtained from German employee inventors’ compensation records. The paper finds heterogeneity in the mean age and dispersion of the annual returns by technology and cumulative patent value. While the returns earned by most patents dissipate rapidly, high valued patents tend to receive significant returns through the latter part of the patent term. These high valued patents which account for the vast majority of the realized returns, further can be identified based on past returns, relatively early in the patent term. These findings suggest that while shortening the length of the patent term could substantially reduce realized returns, graduated maintenance fees may not adversely affect returns, as firms would be able to identify and selectively renew the subset of high valued patents.  相似文献   

TOTAL QUALITY MANAGEMENT ASSESSMENT,TEACHING, AND LEARNING: TOWARD A CAMPUSWIDE LANGUAGE AND SYSTEM     

Jesse Jones  Linda Timmerman 《Community College Journal of Research & Practice》2013,37(4):411-418

On most community college campuses where quality and improvement are taken seriously, there are at least three coexisting languages. The language of total quality management is spoken by administrators and by faculty members who teach management or business courses; the language of assessment is spoken by both faculty members and administrators; and the language of teaching and learning is spoken primarily by faculty members and academic administrators. Each language reflects a philosophical commitment to improvement. Each overlaps in terminology with the other two. Each suffices well in its own domain. Yet each is, by itself, insufficient as a campuswide lingua franca of continuous improvement. These languages may continue to coexist. If a college is really to accomplish a paradigm shift throughout the institution, however, it must generate its own language—a language spoken by all, a language that describes and discusses a campuswide system of quality, improvement, and change.  相似文献   

The Development of the Network Examination for Student Socialization (NEXSS) Observational Instrument     

Jesse Lee Rhoades  Tanis Joy Hastmann 《Measurement in physical education and exercise science》2014,18(1):53-71

The complexity of learning has plagued the educational establishment for decades. Recently, ideas of complexity theory and complex adaptive systems have made headway in how we think of institutions of learning. This study developed and tested an instrument for the modeling of underlying social structures, as an element of complexity, within the physical education learning environment. Currently, there are no instruments capable of producing valid and reliable models of underlying student social networks in physical education classes. This study sought to develop and test one of the first instruments for the explicit purpose of this modeling. The Network Examination for Student Socialization was developed as a product of this effort. Testing demonstrated the Network Examination for Student Socialization is both a reliable and valid instrument for modeling underlying student social structures within physical education classes. It is hoped that in years to come, the Network Examination for Student Socialization can play a key role in the study of complexity within physical education.  相似文献