Editorial     

Margaret B. Sutherland  Nadine K. Cammish 《Compare》1997,27(3):243-244

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Reforming teacher evaluation policy: A qualitative study of the principal''s role     

Nadine Binkley 《Journal of Personnel Evaluation in Education》1995,9(3):223-242

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IPOP: A Theory of Experience Preference     

Andrew J. Pekarik  James B. Schreiber  Nadine Hanemann  Kelly Richmond  Barbara Mogel 《Curator: The Museum Journal》2014,57(1):5-27

The theory and practice of IPOP emerged from structured observations and interviews with visitors to the Smithsonian Institution museums in Washington, D.C. from the 1990s to the present—a dataset useful in constructing a long view. This research has had one overarching intention: to serve museum visitors better, that is, to provide visitors with experiences that are above average, special, significant, and memorable. In numerous studies and interviews during the last 16 years, visitors have repeatedly spoken about their reactions to Smithsonian museum exhibitions in four typologies distilling their primary interests: I = ideas, P = people, O = objects, and—as we were obliged to add at a later stage—a second P for “physical.” The evidence suggests that exhibitions that strongly appeal to all four visitor typologies will be highly successful with visitors.  相似文献   

Mediators of the childhood emotional abuse–hopelessness association in African American women     

Dorian A. Lamis  Christina K. WilsonAmit A. Shahane  Nadine J. Kaslow 《Child abuse & neglect》2014

Although there is an association between experiencing childhood emotional abuse and feeling hopeless as an adult, it is critical to understand the factors that may be protective in this relationship. The goal of this study was to determine if two protective factors, namely spiritual well-being, including both religious and existential well-being, and positive self-esteem, served to mediate the association between childhood emotional abuse and adult hopelessness. The sample for this investigation was low-income African American women suicide attempters who were abused by a partner in the prior year (N = 121). A path analysis revealed that in this sample, the childhood emotional abuse–hopelessness link was mediated by existential well-being and positive self-esteem, as well as by the two-mediator path of emotional abuse on existential well-being on self-esteem on hopelessness. Results suggested that existential well-being may be a more salient protective factor for hopelessness than religious well-being among abused, suicidal African American women who experienced childhood emotional abuse. Findings highlight the value of culturally relevant strategies for enhancing existential well-being and self-esteem in this at-risk population to reduce their vulnerability to feelings of hopelessness.  相似文献   

The Annual Meeting of the Council     

Lewis A. Dexter 《Religious education (Chicago, Ill.)》2013,108(4):228-230

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What core competencies are related to teachers' innovative teaching?     

Chang Zhu  Di Wang  Yonghong Cai  Nadine Engels 《Asia-Pacific Journal of Teacher Education》2013,41(1):9-27

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers' innovative teaching. A questionnaire on teachers' core competencies and innovative teaching performance was developed and tested. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance. The theoretical and practical implications are discussed.  相似文献   

Development of the self-regulated learning teacher belief scale     

Koen Lombaerts  Free De Backer  Nadine Engels  Johan van Braak  James Athanasou 《European Journal of Psychology of Education - EJPE》2009,24(1):79-96

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.  相似文献   

Supporting girls’ motivation in science: a study of peer‐ and self‐assessment in a girls‐only class     

Nadine Johnson 《Educational studies》2011,37(4):391-403

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Strategies to reduce the negative effects of spoken explanatory text on integrated tasks     

Anne-Marie Singh  Nadine Marcus  Paul Ayres 《Instructional Science》2017,45(2):239-261

Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it with new information. Spoken text, unless recorded or repeated in some fashion, is fleeting in nature and can be a major cause of transiency. The three strategies investigated, all theoretically expected to enhance learning, were: (a) replacing lengthy spoken text with written text (Experiments 1 and 2), (b) replacing lengthy continuous text with segmented text (Experiment 1), and (c) adding a diagram to lengthy spoken text (Experiment 2). In both experiments on tasks that required information to be integrated across segments, written text was found to be superior to spoken text. In Experiment 1 the expected advantage of segmented text in reducing transitory effects was not found. Compared with written continuous text the segmented spoken text strategy was inferior. Experiment 2 found that adding a diagram to spoken text was an advantage compared to spoken text alone consistent with a multimedia effect. Overall, the results suggest that spoken text is a cause of the transient information effect, which can be best avoided by substituting written text for spoken text on tasks that require integration of information.  相似文献   

The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications     

Darejeh  Ali  Marcus  Nadine  Sweller  John 《Educational technology research and development : ETR & D》2021,69(5):2451-2473

Educational technology research and development - When novice users try to learn to use a software application that includes a variety of high element interactivity tools, the complex structure of...  相似文献