Identifying and developing crosscutting environmental education outcomes for adolescents in the twenty-first century (EE21)     

Robert B. Powell  Marc J. Stern  Brandon Troy Frensley  DeWayne Moore 《Environmental Education Research》2019,25(9):1281-1299

Abstract

While multiple valid measures exist for assessing outcomes of environmental education (EE) programs, the field lacks a comprehensive and logistically feasible common instrument that can apply across diverse programs. We describe a participatory effort for identifying and developing crosscutting outcomes for Environmental Education in the twenty-first Century (EE21). Following extensive input and debate from a wide range of EE providers and researchers, we developed, tested and statistically validated crosscutting scales for measuring consensus-based outcomes for individual participants in youth EE programs using confirmatory factor analysis across six unique sites, including two single-day field trip locations, four multiday residential programs and one science museum in the United States. The results suggest that the scales are valid and reliable for measuring outcomes that many EE programs in the United States can aspire to influence in adolescent participants, ages 10–14.  相似文献   

Taking the Guesswork out of Locating Evidence‐Based Mathematics Practices for Diverse Learners     

Elizabeth M. Hughes  Sarah R. Powell  Erica S. Lembke  T. Chris Riley‐Tillman 《Learning disabilities research & practice》2016,31(3):130-141

Legislations mandates that educators use evidence‐based practices (EBPs) that are supported by scientifically based research. EBPs have demonstrated a likelihood to work for students with disabilities. EBPs should match targeted needs of the student receiving the instruction, which sometimes requires educators to search for the best intervention to meet specific student needs. This article discusses the impetus for practices supported by evidence, where to find interventions and strategies, and what to do when targeted interventions do not exist. Additionally, this article emphasizes the need to evaluate effectiveness of intervention at the student level.  相似文献   

The College Girl Looks Ahead by Marguerite Wykoff Zapoleon. Harper and Brothers. 272 pp. $3.75     

Jackson O. Powell 《The Educational forum》2013,77(4)

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Chasing the “Coloured Phantom”: Gender Performance as Revealing and Concealing Modernist Ideology in Millay's Sonnets     

Andrea Powell Wolfe 《Journal of American culture (Malden, Mass. : 2003)》2009,32(2):155-164

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Motor Ability Tests for High School Girls     

Elizabeth Powell  Eugene C. Howe Ph.D. 《Research quarterly for exercise and sport》2013,84(4):81-88

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Increasing Equity in Administrative Leadership     

Jack V. Powell 《Equity & Excellence in Education》2013,46(2-4):67-76

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Elizabeth H Dow     

Graeme Powell 《档案与原稿》2013,41(1):81-82

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An analysis of book versus article productivity based on top researchers careers     

Jean Bodon  Larry Powell  Mark Hickson III 《Communication Research Reports》2013,30(3):213-222

This study analyzed the productivity of top scholars in the field in terms of published books in order to (1) equate the relative value of published books in comparison to published research articles, and (2) provide a scholarship ranking which takes into consideration both published books and published research articles. The list of the top 102 researchers in the field, as identified by Hickson, Stacks, and Bodon (1999) and 29 additional researchers identified by Funkhouser (1996) as the top “most cited”; researchers served as the parameters for this study. The total number of articles from those researchers (2,687) was divided by the number of books they had written (426), producing an article‐to‐book ratio of 6.3. Each book was multiplied by that coefficient and that number was added to the number of articles for each author to produce a ranking of the top 100 prolific researchers in communication, based on a combination of both articles and books published.  相似文献   

What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education     

Mireille Krischler  Justin J. W. Powell  Ineke M. Pit-Ten Cate 《欧洲特需教育杂志》2013,28(5):632-648

ABSTRACT

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people's attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying an influential systematisation of definitions of inclusion in which four qualitatively different categories are identified. Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers' attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed.  相似文献   

Lecture on rotary stability and its applications to astronomical observations on board ships     

Baden Powell 《Journal of The Franklin Institute》1859,67(2):130-132

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