Discipline-Based Education Research: Preaching to Converts Who Are Learning to Sing in the Choir     

Mary Lee Ledbetter  Erin L. Dolan 《CBE life sciences education》2011,10(2):142-143

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Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment     

Derek C. Briggs  Maria Araceli Ruiz‐Primo  Erin Furtak  Lorrie Shepard  Yue Yin 《Educational Measurement》2012,31(4):13-17

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.  相似文献   

Women's Work: Nationalism and Contemporary African American Women's Novels Courtney Thorsson. Charlottesville: University of Virginia Press, 2013.          下载免费PDF全文

Erin Ranft 《Journal of American culture (Malden, Mass. : 2003)》2015,38(3):327-328

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Prepracticum Counseling Students' Perceived Preparedness for Suicide Response     

Erin E. Binkley  Todd W. Leibert 《Counselor Education & Supervision》2015,54(2):98-108

The researchers examined how suicide‐response training received before practicum related to degrees of anxiety and confidence for practicum students regarding the treatment of suicidal clients. Results of 113 surveyed practicum students are discussed, along with implications and suggestions for future research.  相似文献   

Erratum to: Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time     

Erin E. Peters-Burton  Ivan S. Botov 《Metacognition and Learning》2017,12(2):295-295

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Media as social partners: the social nature of young children's learning from screen media     

Richert RA  Robb MB  Smith EI 《Child development》2011,82(1):82-95

Television has become a nearly ubiquitous feature in children's cultural landscape. A review of the research into young children's learning from television indicates that the likelihood that children will learn from screen media is influenced by their developing social relationships with on-screen characters, as much as by their developing perception of the screen and their symbolic understanding and comprehension of information presented on screen. Considering the circumstances in which children under 6 years learn from screen media can inform teachers, parents, and researchers about the important nature of social interaction in early learning and development. The findings reviewed in this article suggest the social nature of learning, even learning from screen media.  相似文献   

Factor structure of child behavior scale scores in peruvian preschoolers     

Erin L. Meyer  Barbara A. Schaefer  Cesar Merino Soto  Crystal S. Simmons  Rebecca Anguiano  Jeremy Brett  Alea Holman  Justin F. Martin  Heidi K. Hata  Kimberly J. Roberts  Zena R. Mello  Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.  相似文献   

Grappling with the literature of education research and practice     

Dolan EL 《CBE life sciences education》2007,6(4):289-296

The absence of a central database and use of specialized language hinder nonexperts in becoming familiar with the science teaching and learning literature and using it to inform their work. The challenge of locating articles related to a specific question or problem, coupled with the difficulty of comprehending findings based on a variety of different perspectives and practices, can be prohibitively difficult. As I have transitioned from bench to classroom-based research, I have become familiar with how to locate, decipher, and evaluate the education research literature. In this essay, I point out analogies to the literature of science research and practice, and I reference some of the literature that I have found useful in becoming an education researcher. I also introduce a new regular feature, "Current Insights: Recent Research in Science Teaching and Learning," which is designed to point CBE--Life Sciences Education (CBE-LSE) readers to current articles of interest in life sciences education, as well as more general and noteworthy publications in education research.  相似文献   

An Interrogation of the “If Only” Mentality: One Teacher’s Deficit Perspective put on Trial     

Erin T. Miller 《Early Childhood Education Journal》2010,38(4):243-249

In this article, I interrogate a previous and harmful “If Only” mindset I held as an early childhood literacy teacher. I describe the “If Only” mentality as the idea that if only the parents and families of the students I taught changed, schools and teachers could serve their children better. This deficit way of thinking led to a number of mistakes I made as a still-new, white, middle-class, monolingual Reading Recovery teacher who was unprepared to value the home and community literacies of a population of students and families from linguistic, cultural, and economic backgrounds other than my own.  相似文献   

Effect and feasibility of wearable physical activity trackers and pedometers for increasing physical activity and improving health outcomes in cancer survivors: A systematic review and meta-analysis     

Benjamin Singh  Eva M.Zopf  Erin J Howden 《运动与健康科学(英文)》2022,11(2):184-193

Purpose:This systematic review and meta-analysis aimed to evaluate the effect of wearable devices for improving physical activity and healthrelated outcomes in cancer survivors.Methods:CINAHL,Cochrane,Ebscohost,MEDLINE,Pubmed,ProQuest Health and Medical Complete,ProQuest Nursing and Allied Health Source,ScienceDirect,and SPORTDiscus databases were searched for randomized controlled trials published before September 1,2020,that evaluated interventions involving wearable devices in cancer survivors.Standardized mean differences(SMDs)were calculated to assess effects on physical activity and health-related outcomes.Subgroup analyses were conducted to assess whether the effects differed by interventions and cancer characteristics.Risk of bias was assessed using the Cochrane risk of bias tool.Results:Thirty-five trials were included(breast cancer,n=15,43%).Intervention durations ranged between 4 weeks and 1 year.Most trials(n=25,71%)involved pedometer-based physical activity interventions.Seven(20%)involved Fitbit-based interventions,and 3(9%)involved other wearable physical activity trackers(e.g.,Polar,Garmin).Compared to usual care,wearable devices had moderate-to-large effects(SMD range 0.54-0.87,p<0.001)on moderate-intensity physical activity,moderate-to-vigorous-intensity physical activity,total physical activity,and daily steps.Compared to usual care,those in the intervention had higher quality of life,aerobic fitness,physical function,and reduced fatigue(SMD range=0.18-0.66,all p<0.05).Conclusion:Wearable physical activity trackers and pedometers are effective tools that increase physical activity and improve health-related outcomes in individuals with cancer.Identifying how these devices can be implemented for longer-term use with other intervention components remains an area for future research.  相似文献