Academe,corporate, and D.E.: An approach from layers to create a working system     

Heather Christensen  Todd P. Christensen 《TechTrends》2004,48(4):57-59

  相似文献   

Learning in and about rural places: Connections and tensions between students’ everyday experiences and environmental quality issues in their community     

Heather Toomey Zimmerman  Jennifer L. Weible 《Cultural Studies of Science Education》2017,12(1):7-31

  相似文献   

Adolescents' working models and styles for relationships with parents, friends, and romantic partners     

Furman W  Simon VA  Shaffer L  Bouchey HA 《Child development》2002,73(1):241-255

This study examined the links among adolescents' representations of their relationships with parents, friends, and romantic partners. Sixty-eight adolescents were interviewed three times to assess their working models for each of these types of relationships. Working models of friendships were related to working models of relationships with parents and romantic partners. Working models of relationships with parents and romantic partners were inconsistently related. A similar pattern of results was obtained for self-report measures of relational styles for the three types of relationships. Perceived experiences were also related. Specifically, support in relationships with parents tended to be related to support in romantic relationships and friendships, but the latter two were unrelated. On the other hand, self and other controlling behaviors in friendships were related to corresponding behaviors in romantic relationships. Negative interactions in the three types of relationships also tended to be related. Taken together, the findings indicate that the representations of the three types of relationships are distinct, yet related. Discussion focuses on the nature of the links among the three.  相似文献   

Gender and use of instructional technologies: A study of university faculty     

Thomas H. Spotts  Mary Ann Bowman  Christopher Mertz 《Higher Education》1997,34(4):421-436

Instructional technologies have the potential to help highereducation faculty address increasing demands on their time and energy. Thisstudy investigated technology use by faculty at medium-sized, publicuniversity in the midwestern United States. Because a number of studies haveshown gender differences in technology use, survey data were analyzed alonggender lines. Results showed that males rated their knowledge and experiencewith some innovative technologies higher than did females. For frequency ofuse, no significant differences were found, with the exception of video,where females indicated slightly more frequent use. Both rated technologiesas important to instruction. For factors influencing technology use, femalesrated time to learn a technology, increased student learning, ease of use,training, and available information in discipline as more important than didmales. Such incentives as release time, merit pay, contribution to promotionand tenure, monetary rewards, and recognition by the university were ratedmore important by women, as were the barriers of lack of time and lack ofcontribution to professional advancement. These findings suggest that genderdifferences in technology use by university faculty may exist and need to beaddressed.  相似文献   

The perceptions,policy, and practice of educating twins: A review     

Heather M. Beauchamp  Lawrence J. Brooks 《Psychology in the schools》2003,40(4):429-438

Twin births are increasing at a rapid rate, yet many educational personnel throughout the world are unaware of the needs of twins in school. Stereotypical views of twins as pathologically close or excessively dependent pervade educational policies and practices, despite the fact that twins do not differ from singletons on rates of psychological disturbance. Research shows that many schools implement strict policies for classroom placement of twins, yet the effects of such policies on twins' development and educational attainment are currently unknown. Recommendations for school personnel and future directions for this formative area are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 429–438, 2003.  相似文献   

Examining Chi-Square Test Statistics Under Conditions of Large Model Size and Ordinal Data     

Dexin Shi  Christine DiStefano  Heather L. McDaniel  Zhehan Jiang 《Structural equation modeling》2018,25(6):924-945

This study examined the effect of model size on the chi-square test statistics obtained from ordinal factor analysis models. The performance of six robust chi-square test statistics were compared across various conditions, including number of observed variables (p), number of factors, sample size, model (mis)specification, number of categories, and threshold distribution. Results showed that the unweighted least squares (ULS) robust chi-square statistics generally outperform the diagonally weighted least squares (DWLS) robust chi-square statistics. The ULSM estimator performed the best overall. However, when fitting ordinal factor analysis models with a large number of observed variables and small sample size, the ULSM-based chi-square tests may yield empirical variances that are noticeably larger than the theoretical values and inflated Type I error rates. On the other hand, when the number of observed variables is very large, the mean- and variance-corrected chi-square test statistics (e.g., based on ULSMV and WLSMV) could produce empirical variances conspicuously smaller than the theoretical values and Type I error rates lower than the nominal level, and demonstrate lower power rates to reject misspecified models. Recommendations for applied researchers and future empirical studies involving large models are provided.  相似文献   

Big girls don't cry: the effect of child witness demeanor on juror decisions in a child sexual abuse trial     

Golding JM  Fryman HM  Marsil DF  Yozwiak JA 《Child abuse & neglect》2003,27(11):1311-1321

OBJECTIVE: This study investigated the effect of child witness demeanor (defined as crying) on mock jurors' decisions in a simulated First-Degree rape trial. METHOD: One hundred and thirty-three undergraduates serving in the role of mock jurors read a trial summary in which the primary independent variable was the demeanor of the alleged child victim (i.e., calm, teary, hysterical crying). In addition to reading the summary, participants viewed pencil drawings of the witnesses that were presented as "courtroom drawings." RESULTS: The results showed that the teary condition led to more guilty verdicts and a greater belief in the alleged victim than the other demeanor conditions. CONCLUSIONS: Findings from this study indicate that demeanor can impact the perception of a child who is an alleged sexual assault victim in court. However, it is not simply the case that any display of demeanor will lead to a positive outcome for the alleged victim. Instead, it appears that too little or too much emotion from the alleged child victim negatively affected credibility in the eyes of the mock jurors.  相似文献   

Television Violence and Its Effects on Young Children     

Betty Jo Simmons  Kelly Stalsworth  Heather Wentzel 《Early Childhood Education Journal》1999,26(3):149-153

This article examines research on television violence and links violence to specific programs commonly watched by young children. Although there are some who try to disprove any connection between television and aggresive behavior, there is evidence to suggest that such linkages do exist.  相似文献   

A Comparison of Self-Explanation and Elaborative Interrogation     

Tenaha O'Reilly  Sonya Symons  Heather MacLatchy-Gaudet 《Contemporary educational psychology》1998,23(4):434-445

The purpose of the present study was to examine the effectiveness of two learning strategies, self-explanation and elaborative interrogation, for the retention of scientific facts. University students (N= 55) were asked to learn facts about the cardiovascular system using one of three approaches. Self-explanation participants were required to explain what the facts meant to them and how they related to their prior knowledge. Elaborative interrogation participants answered “why” the facts made sense. Finally, the control group simply repeated the facts aloud. Self-explanation participants significantly outperformed elaborative interrogation and repetition control participants on measures of cued recall and recognition. Elaborative interrogation was no more effective than repetition. Results were discussed in terms of the practicality and flexibility of each approach.  相似文献   

Recognising the region     

Goodall  Heather 《Metascience》2017,26(1):161-164

  相似文献