New Orleans Early Intervention Study of Children with Visual Impairments     

Diane Behl  Karl R. White  Colette M. Escobar 《Early education and development》1993,4(4):256-274

There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.  相似文献   

Longitudinal Relations Among Parenting Styles,Prosocial Behaviors,and Academic Outcomes in U.S. Mexican Adolescents          下载免费PDF全文

Gustavo Carlo  Rebecca M. B. White  Cara Streit  George P. Knight  Katharine H. Zeiders 《Child development》2018,89(2):577-592

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M_age = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance.  相似文献   

Distance education in Australian higher education — a history     

Michael White 《Distance Education》1982,3(2):255-278

Distance education, usually described in Australia as ‘external studies’ has a long history in Australian universities, although the situation since about 1965 has been marked by very considerable new development in all tertiary institutions. No longer is external study the very courageous innovation it was when the University of Queensland established a Department of Correspondence Studies in 1911; indeed it has become a very significant feature of Australian higher education generally. Reasons behind the introduction and expansion of external study extend beyond simply meeting the needs of people in rural areas, though these were important in the early stages. This article considers the wider policy issues affecting developments in Australian states, while also drawing attention to previously undocumented proposals in the nineteen thirties that established a base from which post‐World War II policy has been derived.  相似文献   

Stacks,Serials, Search Engines,and Students' Success: First-Year Undergraduate Students' Library Use,Academic Achievement,and Retention     

Krista M. Soria  Jan Fransen  Shane Nackerud 《The Journal of Academic Librarianship》2014

Like other units within colleges and universities, academic libraries are subject to increasing internal and external pressures to demonstrate their contributions to institutional goals related to students' success. The purpose of this study was to investigate the relationships between first-year undergraduate students' use of the academic library, academic achievement, and retention. Results of ordinary least squares regressions predicting first-year students' cumulative grade point averages (GPA) and logistic regressions predicting students' first-year to second-year retention suggest that students who used academic library services and resources at least once during the academic year had higher GPA and retention on average than their peers who did not use library services. The results of two separate regressions predicting students' GPA by 10 different types of library use suggest that four library use areas were consistently and positively associated with students' GPA: database logins, book loans, electronic journal logins, and library workstation logins. The results of two separate logistic regression analyses suggest that logging into databases and using library workstations were actions consistently and positively associated with students' retention. Additional results predicted by students' use of services at least one time and by one-unit increases in the frequency of library area uses are discussed.  相似文献   

“Why am I here?”: A phenomenological exploration of first-generation college student experiences in STEM majors within a predominantly white institution     

Lisa M. Marco-Bujosa  Lauren Baker  Krista M. Malott 《科学教学研究杂志》2024,61(4):905-936

First-generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid-sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first-generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS.  相似文献   

Making the right connections: Differential effects of reading intervention for subgroups of comprehenders     

Kristen L. McMaster  Paul van den Broek  Christine A. Espin  Mary Jane White  David N. Rapp  Panayiota Kendeou  Catherine M. Bohn-Gettler  Sarah Carlson 《Learning and individual differences》2012,22(1):100-111

The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition (“Who, What, Where, When” or W-questioning). Teachers delivered the interventions for 20–30 min, 2–4 times per week, for 8–10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall (ps < .001 to .04). Differential effects for intervention were found between two subgroups of struggling comprehenders—elaborators and paraphrasers. Elaborators benefited more than paraphrasers from Causal questioning (d = .86) whereas paraphrasers benefited more than elaborators from General questioning (d = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions.  相似文献   

The president's message     

Kay S. White 《Performance Improvement》1980,19(4):1-1

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Correlations among the WISC-R,PIAT, and DAM     

Thomas H. White 《Psychology in the schools》1979,16(4):497-501

The WISC-R, PIAT, and DAM were examined to ascertain relationships among the three instruments. Moderate to high correlations were found when PIAT scores were compared to WISC-Rg iqs, while DAM standard scores correlated moderately with PIAT and WISC-R scores. Correlations indicate that information yielded by the PIAT may be obtained through WISC-R results, while the DAM may be tapping other abilities not adequately assessed by either of the other two measures.  相似文献   

Streamlining instructional design: An expedient learning analysis     

Michael R. Toney  Margaret C. White 《Performance Improvement》1993,32(4):16-20

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