Mode of communication, perceived level of understanding, and perceived quality of life in youth who are deaf or hard of hearing     

Kushalnagar P  Topolski TD  Schick B  Edwards TC  Skalicky AM  Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523

Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life.  相似文献   

Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars   总被引：1，自引：1，他引：0  

Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209

This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research.  相似文献   

A Novel Approach for Enhancing Lifelong Learning Systems by Using Hybrid Recommender System     

Ahmad  A.  Kardan Omid  R.  B.  Speily Somayyeh  Modaberi 《美中教育评论》2011,(4):482-491

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Design of an interactive informational program: Formative evaluation and experimental research   总被引：1，自引：0，他引：1  

Mable B. Kinzie 《Educational technology research and development : ETR & D》1991,39(4):17-26

The design and evaluation of an interactive informational program is outlined in this article. Also reported is an integrated research study which examines the effects of differing levels of orientation to an interactive informational program on user confidence and attitudes. Research results indicate that a full orientation providing information, examples, practice, and feedback for various program options can lead to greater levels of user comfort than a more limited type of orientation providing brief information and single examples, and with equally positive user attitudes. However, subjects receiving the full orientation spent less time in the actual program and accessed a smaller proportion of available program segments than did their limited-orientation counterparts. No differences in efficiency were noted between the two groups in the use of the program. Sex differences noted in attitudes and time expended are discussed, with reference to a possible preference by females for greater levels of program support. Recommendations are offered for interactive program developers and future research directions are suggested. This work was supported in part by Summer Research Awards provided by the Curry School of Education at the University of Virginia. I gratefully acknowledge the assistance of Richard Berdel, Cheryl Wissick, and Maureen Glasser in the data collection, and of theETR&D editor and anonymous reviewers for their comments on a draft of this article.  相似文献   

A partitioning technique for defining instructional groups     

Frank B. Baker  Lawrence J. Hubert 《Instructional Science》1979,8(2):121-132

A technique is presented for partitioning N students into K groups of fixed sizes using a given measure of proximity for all student pairs. The measure of proximity is typically calculated from a set of variables, such as completed curriculum units or learning style, and constitutes the data needed for a criterion of partition fit. This latter index is explicitly defined by the sum of within-group proximities and when used in conjunction with the optimization procedure discussed, homogeneous groups can be obtained that satisfy externally imposed size requirements. Finally, a simple generalization is suggested for the related task of grouping students to meet upper limit size constraints only.  相似文献   

Factors affecting rats’ location during conditioned suppression training     

Rick A. Bevins  John J. B. Ayres 《Learning & behavior》1994,22(3):302-308

If freezing underlies barpress conditioned suppression, then it seems odd that auditory cues paired with shock evoke more freezing than do visual cues, yet evoke similar suppression. Bevins and Ayres (1992) found that auditory and visual cues also evoked similar withdrawal from the bar and dipper areas and suggested that such withdrawal could explain the similar suppression. Seeking to understand that withdrawal, we found evidence in the present study that it was due either to adventitious punishment or to place-aversion learning. The cue for shock seemed to set the occasion for such learning. For example, we found that, as training progressed, rats’ tendency to leave the bar area during the cue first increased, then decreased, then increased again, reflecting, presumably, shock occurrence first inside, then outside, then inside the bar area again. Despite these changes in the rats’ location, barpress suppression remained stable, implying that leaving the bar area, though sufficient for barpress suppression, is unnecessary.  相似文献   

PPBS in higher education planning and management: Part I,an overview     

George B. Weathersby  Frederick E. Balderston 《Higher Education》1972,1(2):191-206

Higher education in the United States and elsewhere is beset by crises: crises of public confidence, questions of continuing relevance, doubts about continuing the emphasis on doctoral instruction, and a very real financial crisis. In response, governing boards and governmental agencies are devoting increasing attention to the management of higher education. Part of this response has been a heightened interest in formal planning-programming-budgeting-systems (PPBS); in fact, several states have legislated the adoption of PPBS for higher educational planning and decision making. Similar interest has been evidenced in other countries. Therefore, it is an appropriate time to reconsider the nature and role of PPBS and its potential impact on higher education. This paper describes the salient characteristics of PPBS and traces the development of PPBS and related analytical techniques in governmental agencies and institutions of higher education. A second paper will illustrate both the concepts and the implementation of PPBS by a detailed exposition of the University of California's experience with PPBS. Finally, in a third paper we suggest an alternative view of policy analysis for educational planning which is a departure from traditional PPBS. We conclude with general observations and specific recommendations to educational managers seeking to improve their resource allocation procedures.  相似文献   

Comparison of parent and teacher assessments of developmentally delayed children's behavior   总被引：1，自引：0，他引：1  

B L Handen  R S Feldman  A Honigman 《Exceptional children》1987,54(2):137-144

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Using Statistical Control Charts to Analyze Data from Student Evaluations of Teaching     

Neil B. Marks and  Richard T. O'Connell 《Decision Sciences Journal of Innovative Education》2003,1(2):259-272

In this paper, a method for analyzing data from student evaluations of teaching is presented. The first step of the process requires development of a regression model for teacher's summary rating as a function of student's expected grade. Then, two‐sigma control charts for individual evaluation scores (section averages) and residuals from the regression model are used to identify both excellent and poor outcomes. The performance of an individual whose scores are out of control on both charts cannot be explained by expected grade and therefore is worthy of note.  相似文献   

Comparison of retention and extinction of a visual discrimination as an index of forgetting in mice     

Béatrice Alescio-Lautier  Bernard Soumireu-Mourat 《Learning & behavior》1986,14(2):197-204

The retention and extinction of a visual discrimination was examined in BALB/c mice. The mice were trained to perform a go/no-go discrimination task in parallel runways. Initial training resulted in an intermediate level of performance. Testing consisted of an additional session using either retention (Experiment 1) or extinction (Experiment 2) at one of five time intervals between 1 and 30 days. It was found in Experiment 1 that forgetting progressively increased over intervals of between 14 and 30 days. In Experiment 2, extinction testing induced more impairment of performance, so that forgetting occurred earlier relative to retention testing in Experiment 1. However, in both experiments, the measure of performance by a discrimination ratio revealed the same amount of forgetting when the training-test interval was 30 days. These results define the forgetting curve for such a discrimination by mice. They are discussed in terms of possible factors involved in forgetting.  相似文献