A DIMENSIONAL ANALYSIS OF GUILFORD-ZIMMERMAN TEMPERAMENT SURVEY SCORES RELATIVE TO CONTENT AND RESPONSE STYLE     

Mary L.  Tenopyr Alfred  Jacobs William B.  Michael 《Journal of Educational Measurement》1966,3(1):45-51

  相似文献   

Rejoinder to Losito: On Returning the Patches for His Own Use     

Ronald S. Laura 《Educational theory》1979,29(4):341-343

  相似文献   

New approaches to facilitate learning from youth: Exploring the use of Photovoice in identifying local watershed issues     

Victoria Chanse  Amina Mohamed  Sacoby Wilson  Laura Dalemarre  Paul T. Leisnham  Amanda Rockler 《The Journal of environmental education》2017,48(2):109-120

In urbanized areas, incorporating residents’ concerns and priorities into the stormwater management debate has focused on adults rather than youth. This study used Photovoice, a tool that includes photographs taken by youth, to uncover youth concerns and perceptions about their local watersheds. This study consisted of a comparative study of two watersheds. Twenty students produced 468 photographs. Although both groups of students shared common themes regarding stormwater and pollution, these themes differed in level of concerns over local environmental issues, sentiments with particular features in their local watersheds, and concerns about local watersheds. From a methodological perspective, Photovoice provided a way of capturing youth perspectives and to identify important features and issues in their respective local watersheds.  相似文献   

A Seat at the Table: How the Work of Teaching Impacts Teachers as Policy Agents     

Annalee G. Good  Sadie Fox Barocas  Laura C. Chávez-Moreno  Rachel Feldman  Carlos Canela 《Peabody Journal of Education》2017,92(4):505-520

Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the implementation of education policy, they are marginal to the design of policy agendas and text, especially around issues of teaching and learning. Their absence in the policymaking process creates a disconnect between the goals and design of education policy and the actual lived challenges of implementation. In examining the dynamics in this critical disconnect, we address the following research questions: How do institutional norms and routines affect teachers' agency in the policymaking process? Following this research question is our action question: How do we support conditions that support teachers as policy agents? We draw on qualitative data from two sites (West Virginia and Wisconsin) where K–12 teachers partnered with university researchers in a range of capacity-building efforts. Analysis illustrates how teachers interact with certain institutional norms that make it hard to engage in policy design. Based on our findings, we discuss how a teacher–university partnership can better support the conditions that facilitate greater teacher agency in thinking, talking, and acting on policy.  相似文献   

Collaborative design of assessment criteria to improve undergraduate student engagement and performance     

Laura J. Leslie  Paul C. Gorman 《European Journal of Engineering Education》2017,42(3):286-301

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.  相似文献   

有那么一个世界     

Leland B.Jacobs 《英语辅导》2017,(1)

  相似文献   

How well do evidence-based universal parenting programs teach parents about psychological maltreatment?: a program review     

Baker AJ  Brassard MR  Schneiderman MS  Donnelly LJ  Donnelly LJ  Bahl A 《Child abuse & neglect》2011,35(10):855-865

Objective

Psychological maltreatment (PM) is a widespread form of child maltreatment both in high-risk and maltreating families as well as in the general population of parents, yet there are no intervention programs that target it directly. The current study was designed as the first step in a larger program of research concerning educating parents about PM. In this study we evaluated the content of universal parenting programs to assess whether they include content on PM. Three questions were addressed: (1) Which types, if any, of PM were included in the content of these programs? (2) Which programs, if any, have content about each of the types of PM? (3) What are the implications for the development of PM curricula for parents?

Method

Ten evidence-based, manualized, universal parenting programs identified from SAMHSA or a comparable model program registry were rated on how well their content covered 18 types of psychological maltreatment (PM), as defined by the American Professional Society on the Abuse of Children, APSAC ( [Bingelli et al., 2001] and [0160] ). Each type of PM was coded along several dimensions which resulted in two summary scores: (1) Does the program contain content designed to teach parents what not to do in regards to the 18 psychologically maltreating behaviors and (2) Does the program contain content designed to teach parents what to do instead?

Results

Content related to most PM types were not included in the curricula, especially regarding “what not to do” and not one program was rated as having content related to teaching all 18 types of PM.

Conclusions

Existing parenting programs do not currently cover content for teaching community parents about psychological maltreatment.  相似文献   

Creating Cultural Competence: An Outreach Immersion Experience in Southern Africa     

Cirecie West-Olatunji  Rachael D. Goodman  Sejal Mehta  Laura Templeton 《International journal for the advancement of counseling》2011,33(4):335-346

With disasters on the rise, counselors need to increase their cultural awareness, knowledge, and skills to work with affected communities. This study reports outcomes of a four-week immersion experience in southern Africa with six counselor-trainees. Data sources for this qualitative study were: daily journals and demographic forms. Outcomes suggest that sustained contact with community residents and daily supervision experiences served to improve cultural awareness. Recommendations include pushing through students?? resistance using a non-linear dynamic model of transformation.  相似文献   

International doctorates: trends analysis on their decision to stay in US   总被引：1，自引：0，他引：1  

Kim  Dongbin  Bankart  Charles A. S.  Isdell  Laura 《Higher Education》2011,62(2):141-161

Despite the significant implications of the foreign doctorates’ stay or return decision on a personal level, as well as for the home and host countries, there is very little research that provides a comprehensive understanding of the factors that predict international doctorates’ decision to stay in the US and how those factors differ by country of origin or field of study. In addition, the patterns of stay (versus return) and the factors influencing those decisions may have changed over time, partly due to the changes in the immigration policies of the US and in economic development or national policy of home countries. Therefore, this study examines the patterns of international doctorates’ stay versus return decision from a historical perspective across the period of the 1980, 1990, and 2000s. Using data from the Survey of Earned Doctorates (SED), collected in the US, this study enables us to move beyond a static understanding of the relative stay rates by country to an examination of how country-specific changes, such as shifts in economic development or national policy (push/pull factors), may relate to shifts in the stay versus return decision with a particular emphasis on the field specific effects.  相似文献   

Associations between reading achievement and independent reading in early elementary school: a genetically informative cross-lagged study     

Harlaar N  Deater-Deckard K  Thompson LA  Dethorne LS  Petrill SA 《Child development》2011,82(6):2123-2137

This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children's reading abilities also influence the extent to which children actively seek out and create opportunities to read.  相似文献