The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality     

Fischer  Jessica  Praetorius  Anna-Katharina  Klieme  Eckhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):201-220

Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility...  相似文献   

I am not unskilled and unaware: deaf and hearing learners’ self-assessments of linguistic and nonlinguistic skills     

Dawn Walton  Georgianna Borgna  Kathryn Crowe  Jessica Trussell 《欧洲特需教育杂志》2019,34(1):20-34

The unskilled and unaware effect refers to the finding that individuals who are less knowledgeable or less skilled in a domain are relatively less able to evaluate their level of skill or effectively utilise feedback relative to individuals who are more skilled. Studies finding deaf students less accurate than hearing students in estimating their English vocabulary knowledge and in judging how much they are learning from material presented via sign language have attributed those results to the unskilled and unaware effect, citing the lack of language fluencies frequently demonstrated among deaf learners. The present study addressed the issue more directly by comparing both deaf and hearing individuals who were more and less skilled in four domains, three linguistic and one nonlinguistic. Results indicated that even individuals who are unskilled in a nonlinguistic domain can evaluate their performance when they are aware of what skilled performance would look like, and that unskilled and unaware effects can be influenced by individuals’ desires to be skilled.  相似文献   

Factors associated with school psychologists' perceptions of campus violence     

Michael Furlong  Leslie Babinski  Scott Poland  Jessica Muoz  Sharon Boles 《Psychology in the schools》1996,33(1):28-37

Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

Developing computer-assisted instruction materials for business and industrial customers at the university of Delaware     

Jessica R. Weissman 《Performance Improvement》1981,20(1):31-32

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西方国家体育场馆资产并购控制的分析及启示     

黄卓  周美芳  程其练  Jessica Chee 《体育学刊》2008,15(3):31-35

运用经济学的理论和研究方法,对西方国家体育场馆在资产并购过程中的申报制度和并购前期的深入调查方法,以及部分国家在工作中存在的问题和采取制定并购指南的对策方法等进行了分析.研究表明,我国的体育场馆管理改革必须借鉴西方国家的成功经验,建立符合中国管理体制的并购指南,结合当前社会发展的实际情况,确定合适的经济目标和社会有效竞争标准,寻求公共机制与市场机制的有机结合,探索出符合中国特色的场馆管理新道路.  相似文献   

SKIPing with teachers: an early years motor skill intervention     

Ali Brian  Jacqueline D. Goodway  Jessica A. Logan  Sue Sutherland 《Physical Education & Sport Pedagogy》2017,22(3):270-282

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A grounded theory of positive youth development through sport based on results from a qualitative meta-study     

Nicholas L. Holt  Kacey C. Neely  Linda G. Slater  Martin Camiré  Jean Côté  Jessica Fraser-Thomas 《International review of sport and exercise psychology》2017,10(1):1-49

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.  相似文献   

Letter to D C Thomson     

Jessica Tunks 《Changing English: An International Journal of English Teaching》2013,20(4)

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Educating for diversity and social justice     

Jessica Gerrard 《Gender and education》2013,25(7):943-945

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On‐screen print: the role of captions as a supplemental literacy tool     

Deborah Linebarger  Jessica Taylor Piotrowski  Charles R. Greenwood 《Journal of Research in Reading》2010,33(2):148-167

Children living in poverty are 1.3 times as likely as non‐poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second‐ and third‐grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code‐related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent.  相似文献