Understanding patterns of evolution acceptance—A new implementation of the Measure of Acceptance of the Theory of Evolution (MATE) with Midwestern university students          下载免费PDF全文

William L. Romine  Emily M. Walter  Ephiram Bosse  Amber N. Todd 《科学教学研究杂志》2017,54(5):642-671

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Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans          下载免费PDF全文

Lindsay M. Fallon  Sadie C. Cathcart  Emily R. DeFouw  Breda V. O'Keeffe  George Sugai 《Psychology in the schools》2018,55(3):278-294

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.  相似文献   

Modeling Student Cognition in Digital and Nondigital Assessment Environments     

Kristen E. DiCerbo  Yuning Xu  Roy Levy  Emily Lai  Laura Holland 《Educational Assessment》2017,22(4):275-297

Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students’ processes as they progress through learning activities. These data have the potential to yield information about student cognition if methods can be developed to identify and aggregate evidence from diverse data sources. This work demonstrates how data from multiple carefully designed activities aligned to a learning progression can be used to support inferences about students’ levels of understanding of the geometric measurement of area. The article demonstrates evidence identification and aggregation of activity stream data from two different digital activities, responses to traditional assessment items, and ratings based on observation of in-person non-digital activity aligned to a common learning progression using a Bayesian Network approach.  相似文献   

At the heart of child care: Predictors of teacher sensitivity in center-based child care     

Emily B. Gerber  Marcy Whitebook  Rhona S. Weinstein 《Early childhood research quarterly》2007

This study examined the extent to which characteristics of early childhood teachers and settings predicted observed teacher sensitivity. Participants included 41 head teachers at child care centers located in Northern California. Accreditation status, center size, and program quality were uniquely associated with teacher sensitivity. Accreditation was also associated with a number of other teacher (training, ethnic minority status, and depression) and setting characteristics (program quality, subsidies, and child ethnic minority enrollment). Other unique predictors included more teacher training, smaller center size, and perceived organizational health. Having a greater number of depressive symptoms or working in a larger center were identified as risks to teacher sensitivity, and were moderated by higher levels of teacher training and observed program quality The current study provides preliminary support for the importance of examining the ways that teacher and setting characteristics are related to teacher interactions with young children.  相似文献   

Age Differences in Imagery Abilities   总被引：7，自引：0，他引：7  

Stephen M. Kosslyn  Jonathan A. Margolis  Anna M. Barrett  Emily J. Goldknopf  Philip F. Daly 《Child development》1990,61(4):995-1010

Age differences were examined in 4 aspects of visual mental imagery, namely, image generation, maintenance, scanning, and rotation. The results suggested that one or more distinct processes are used to carry out each aspect of imagery, and that this is true for 5-year-olds, 8-year-olds, 14-year-olds, and adults. There was no evidence that younger children have fewer processing components, which become differentiated into more specialized subsystems over age. In addition, the results suggested that younger children are relatively poor at scanning, rotating, and generating objects in images, but are relatively good at maintaining images.  相似文献   

Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills     

Cecilia K. Y. Chan  Emily T. Y. Fong 《European Journal of Engineering Education》2018,43(6):927-949

Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students’ perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts.  相似文献   

Coping strategies of high school students in an International Baccalaureate program     

Shannon M. Suldo  Elizabeth Shaunessy  Jessica Michalowski  Emily J. Shaffer 《Psychology in the schools》2008,45(10):960-977

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Perception of global climate change as a mediator of the effects of major and religious affiliation on college students’ environmentally responsible behavior     

Emily Fusco  Shanhong Luo 《Environmental Education Research》2012,18(6):815-830

Previous research has shown a reliable association between environmental education and environmentally responsible behavior (ERB). Research has also shown that aspects of religion were associated with ERB. However, the mechanisms of associations are unclear. This study builds on previous research addressing the relationship between student major, religious affiliation, and ERB in two important ways. First, we tested the role of global climate change (GCC) perceptions as a mediating variable in the relationship between major and ERB, and between religious affiliation and ERB. Second, we developed a new measure of ERB focusing on impacts to natural resources. Student major was found to be a significant predictor of participation in ERB, as was religious affiliation. Student major and religious affiliation were also found to be significant predictors of GCC perceptions. The effect of major and religious affiliation on ERB was both mediated by GCC perceptions.  相似文献   

Infants of Depressed Mothers Exhibit Atypical Frontal Electrical Brain Activity during Interactions with Mother and with a Familiar, Nondepressed Adult     

Geraldine Dawson  Karin Frey  Heracles Panagiotides  Emily Yamada  David Hessl  & Julie Osterling 《Child development》1999,70(5):1058-1066

Previous studies have shown that infants of depressed mothers exhibit atypical frontal brain electrical activity when they are interacting with their mothers. Whereas typically developing infants exhibit greater left versus right frontal brain activity, infants of depressed mothers have been found to exhibit reduced relative left frontal activity. The left frontal brain region has been associated with the expression of positive emotions. In the present study, the question of whether the atypical pattern of brain activity found in infants of depressed mothers generalizes to situations not involving mother was addressed. Brain electrical activity was recorded from 13- to 15-month-old infants of depressed (N = 59) versus nondepressed (N = 40) mothers during a baseline condition, and during several social conditions that included a playful social interaction with a familiar experiments. Infants of depressed mothers exhibited reduced left relative to right frontal activity during the baseline condition, and during interactions with their mothers and with the familiar experimenter. The present results suggest that the atypical pattern of electrical brain activity found in infants of depressed mothers generalizes to a variety of situations, including positive interactions with nondepressed adults.  相似文献   

COLLEGE CHEATING IN JAPAN AND THE UNITED STATES   总被引：2，自引：0，他引：2  

Diekhoff  George M.  Labeff  Emily E.  Shinohara  Kohei  Yasukawa  Hajime 《Research in higher education》1999,40(3):343-353

This paper reports the results of a survey onacademic dishonesty given to samples of 392 American and276 Japanese college students in 1994 and 1995. Our datarevealed both cross-cultural differences and similarities in cheating behavior andattitudes. Compared to American students, Japanesestudents reported a higher incidence rate of cheating onexams, a greater tendency to neutralize (i.e., justify) cheating, and a greater passivity in theirreactions to the observed cheating of others. Amongcheaters of both nationalities, Japanese students ratedsocial stigma and fear of punishment as less effective in deterring cheating than did Americanstudents. Our data also revealed cross-culturalsimilarities. Among noncheaters of both nationalities,guilt was the most effective deterrent. Among cheatersof both nationalities, fear of punishment was the mosteffective deterrent. And students of both cultures,cheaters and noncheaters alike, viewed social stigma asthe least effective deterrent to cheating. In both cultures, most students react to cheating byignoring it, about one-third react by resenting it, andactive reactions (i.e., reporting the cheating orconfronting the cheater) were seldom reported.Explanations for cross-cultural differences are suggested,and implications of these findings for efforts to reducecheating are discussed.  相似文献