Intercollegiate Athletes and Effective Educational Practices: Winning Combination or Losing Effort?     

Paul D. Umbach  Megan M. Palmer  George D. Kuh  Stephanie J. Hannah 《Research in higher education》2006,47(6):709-733

Scrutiny of intercollegiate athletics has intensified in recent years. This study compares student-athletes with those of non-athletes in terms of their engagement in effective educational practices. Contrary to many reports in the popular media, the findings from this study indicate that, on balance, student-athletes across a large number of colleges and universities do not differ greatly from their peers in terms of their participation in effective educational practices. In most instances, when differences do exist, they favor athletes.  相似文献   

Social anxiety in learning: stages of change in a sample of UK undergraduates     

Phil Topham  Naomi Moller  Hannah Davies 《Journal of Further & Higher Education》2016,40(1):125-145

Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined.  相似文献   

The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: a preliminary mixed methods study     

Claire Donohoe  Keith Topping  Elizabeth Hannah 《教育心理学》2012,32(5):641-655

This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post- and follow-up mixed-methods study was carried out with 33 participants aged 13–14?years. The measures were Dweck’s theories of intelligence scale and Prince-Embury’s resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.

This article has been corrected with minor changes. These changes do not impact the academic content of the article.  相似文献   

"I was born full deaf." Written language outcomes after 1 year of strategic and interactive writing instruction     

Wolbers KA  Dostal HM  Bowers LM 《Journal of deaf studies and deaf education》2012,17(1):19-38

Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign).  相似文献   

SEARCHING THE GREY LITERATURE. Bonato,Sarah. Lanham: Rowman & Littlefield, 2018. 263p. ISBN 978-1-5381-0064-6. $45.00 (softcover).     

Hannah Rutledge 《Medical reference services quarterly》2013,32(3):307-308

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The Presence of Academic Health Sciences Libraries on Facebook: The Relationship Between Content and Library Popularity     

Rolando Garcia-Milian  Hannah F. Norton  Michele R. Tennant 《Medical reference services quarterly》2013,32(2):171-187

Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries’ Facebook page content and popularity. An analysis of 72 academic health sciences libraries’ Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.  相似文献   

Exploring Online and Blended Course Delivery in Social Group Work     

Irene Carter  Thecla Damianakis  Sharon Munro  Hannah Skinner  Sumaiya Matin  Tanya Nash Andrews 《Journal of Teaching in Social Work》2013,33(5):486-503

Agency group work has increased, but opportunities for social work group practice in educational settings have not kept pace. One option in response is technology-based learning, and students appear to have positive perceptions of online group project work. Online courses appear to have outcomes comparable to those that occur with in-person groups but require careful monitoring of group processes and group-based technologies. The authors discuss the factors involved in developing and implementing online and blended course delivery in teaching group work.  相似文献   

Multi‐sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes     

Hannah Young  Maggi Fenwick  Loretto Lambe  James Hogg 《欧洲特需教育杂志》2013,28(2):127-142

The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social interaction. The present study builds on earlier curriculum orientated research with a view to describe patterns of social and story‐oriented interaction during storytelling. The stories dealt with sensitive topics raised by family carers who wished the young person with PIMD to understand. Behavioural observation during storytelling sessions explored changes in engagement while semi‐structured interviews with parents and professionals explored the extent to which the experience had benefitted the young person with respect to the sensitive topic. Positive changes in engagement with the story were shown for seven of the eight participants. For six of the seven, a parent and a professional agreed that the outcome of the experience positively enabled the participant to cope better with the sensitive topic. The specific multi‐sensory storytelling factors leading to these outcomes are discussed, as is the issue of proxy reporting and determining the nature of understanding in people with PIMD.  相似文献   

“Reading and deafness”: a review     

Rachael E. Gabriel  Hannah M. Dostal 《Reading and writing》2013,26(2):317-320

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Overcoming low self-efficacy beliefs in teaching English to young learners     

Mark Wyatt 《International journal of qualitative studies in education》2013,26(2):238-255

Drawing on data from observations and interviews, this article presents a case study of one teacher’s efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to develop deeper practical knowledge and stronger self-efficacy beliefs with regard to the particular task, while supported by a constructivist teacher education programme.  相似文献