Profiling Scholars of Creativity: Practicing the Process with Dr. Michele Root-Bernstein     

Sarah F. Keenan  Punya Mishra  The Deep-Play Research Group 《TechTrends》2016,60(3):200-203

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What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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‘The sky is the limit’: higher education,gender and empowerment in the Bedouin community in the Negev in Israel     

A. Pessate‐Schubert 《Compare》2004,34(3):329-340

This article addresses the meaning that female Bedouin from the Negev in Israel give to higher education. I shall focus the discussion on the processes in which personal and social contexts merge into one another. Although there has been an increase in the number of investigations of the ways in which Bedouin women in the Negev in Israel participate in the public sphere, a survey of the literature reveals that no investigations have been conducted on the meaning educated women attribute to higher education during the course of their lives. Through an analysis of ten in‐depth interviews carried out between 1998 and 2001, this article examines issues such as gender, empowerment and social mobility amongst young Bedouin women in Israel.  相似文献   

Education in Latin America: a selected bibliography (1986‐1995)     

Ruth Aedo‐Richmond 《Compare》1996,26(2):233-247

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The Effectiveness of a Brief Mindfulness-Based Intervention for College Freshmen Who Have Aged out of Foster Care     

Lori Gray  Sarah Font  Yvonne Unrau  Ann Dawson 《Innovative Higher Education》2018,43(5):339-352

This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations.  相似文献   

Sex Education Legislation and HPV Vaccination Rates among Adolescents in the United States     

Sarah Fagan  Lisa Gallicchio 《American journal of sexuality education》2020,15(2):246-261

Abstract

This study sought to determine if human papillomavirus (HPV) vaccination rates are associated with teaching requirements for abstinence in state sex education laws and policies. A cross-sectional analysis was conducted assessing the association between abstinence education legislation and HPV vaccination rates in adolescents (aged 13–17?years). After adjustment for insurance coverage and household income, the level of abstinence education was not significantly associated with vaccination rates. However, a higher percentage of individuals uninsured was significantly and negatively associated with the vaccination rate. This suggests that HPV vaccination rates are associated with insurance coverage, but not with the degree to which sex education laws or policies emphasize abstinence.  相似文献   

ACHIEVEMENT MOTIVATION OF INTELLECTUALLY GIFTED STUDENTS WHEN CONFRONTED WITH CHALLENGING AND UNCHALLENGING TASKS     

Colleen Neitzke  Una M. Röhr‐Sendlmeier 《High Ability Studies》1992,3(2):197-205

Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level  相似文献   

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda     

Marilyn P. Arnone  Ruth V. Small  Sarah A. Chauncey  H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198

This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective.  相似文献   

The Magellan project: Developing global citizens through independent study abroad     

Tori Haring‐Smith 《About Campus》2011,16(5):9-12

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.  相似文献   

Understanding student pathways in context-rich problems     

Pavlo D. Antonenko  Craig A. Ogilvie  Dale S. Niederhauser  John Jackman  Piyamart Kumsaikaew  Rahul R. Marathe  Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342

This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies. The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their perusal of informational resources. However, there was room for more improvement as approximately half of the groups still completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the task when it would have been most useful to their work.  相似文献