The relationship between quality of the present level of academic achievement and functional performance statement and student learning     

Matthew K. Burns  Erica S. Lembke  McKinzie D. Duesenberg-Marshall  Stephanie Hopkins  Stacy Hirt  Monica E. Romero  Elizabeth Thomas  Jo Ann Steinbauer  Amber Del Gaiso  Scott Crooks 《Journal of Research in Special Educational Needs》2023,23(4):365-374

The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r² = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r² = 0.05) and math (r² = 0.07). Implications for research and practice are included.  相似文献   

Sisters in crime revisited: bringing gender into criminology     

Stacy De Coster 《Journal of Criminal Justice Education》2018,29(2):313-316

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Mindfulness‐based SEL programming to increase preservice teachers’ mindfulness and emotional competence          下载免费PDF全文

Pamela W. Garner  Stacy L. Bender  Megan Fedor 《Psychology in the schools》2018,55(4):377-390

Eighty‐seven preservice teachers, some of whom had preschool teaching experience, were randomly assigned to an intervention that included training in breathing awareness meditation infused with social‐emotional learning (n = 43) or a control group that received training in (n = 44) in breathing awareness meditation only. Both groups showed an increase in mindfulness from pre‐ to posttest. However, as expected, dimensions of emotional competence improved more significantly for preservice teachers in the intervention group. Increases were also greater for participants with teaching experience. Both groups also increased in the belief that classroom misbehavior would result in negative cognitive and social costs to children, but a larger increase was observed for the intervention group. Implications for teacher preparation are discussed.  相似文献   

“So why aren't the French ever satisfied?” — Educational rights for Franco-Ontarians     

Stacy Churchill 《Interchange》1978,9(4):59-66

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Task-based evaluation of text summarization using Relevance Prediction   总被引：2，自引：0，他引：2  

Stacy President Hobson  Bonnie J. Dorr  Christof Monz  Richard Schwartz   《Information processing & management》2007,43(6):1482

This article introduces a new task-based evaluation measure called Relevance Prediction that is a more intuitive measure of an individual’s performance on a real-world task than interannotator agreement. Relevance Prediction parallels what a user does in the real world task of browsing a set of documents using standard search tools, i.e., the user judges relevance based on a short summary and then that same user—not an independent user—decides whether to open (and judge) the corresponding document. This measure is shown to be a more reliable measure of task performance than LDC Agreement, a current gold-standard based measure used in the summarization evaluation community. Our goal is to provide a stable framework within which developers of new automatic measures may make stronger statistical statements about the effectiveness of their measures in predicting summary usefulness. We demonstrate—as a proof-of-concept methodology for automatic metric developers—that a current automatic evaluation measure has a better correlation with Relevance Prediction than with LDC Agreement and that the significance level for detected differences is higher for the former than for the latter.  相似文献   

Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts,History, and Science     

Cindy Litman  Stacy Marple  Cynthia Greenleaf  Irisa Charney-Sirott  Michael J. Bolz  Lisa K. Richardson 《学习科学杂志》2017,26(1):79-130

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Redefining high performance in Northern Ireland: Deeper learning and twenty-first century skills meet high stakes accountability     

James H. Nehring  Stacy Szczesiul 《Journal of Educational Change》2015,16(3):327-348

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Media,Culture, and the Meanings of Hockey     

Stacy L. Lorenz 《国际体育史杂志》2015,32(17):1973-1986

This essay describes a plan for investigating the cultural meanings of hockey in Canada by examining media narratives of high-level amateur and professional hockey during the late nineteenth and early twentieth centuries. In particular, this project analyzes English Canadian newspaper coverage of Stanley Cup games between 1894 and 1907, as well as the telegraph reconstructions that enabled fans to share a simultaneous experience of distant games. Media coverage of hockey brought Canadians into local and national communities of interest, while constructing narratives of manhood, regional rivalry, and civic pride. Hockey played a significant role in the construction of gender and class identities, and in debates about amateurism, professionalism, and community representation in sport. By exploring key issues related to media, gender, and community identities in early hockey, this research addresses important gaps in the study of sport history and the analysis of sport and Canadian popular culture.  相似文献   

Identifying and re-imagining the paradox of workplace bullying advice     

Stacy Tye-Williams  Kathleen J. Krone 《Journal of Applied Communication Research》2017,45(2):218-235

The present study contributes to the growing body of research on workplace bullying by examining the advice targets receive along with their interpretations of its usefulness. Based on an analysis of interviews with 48 individuals from a variety of occupations, we identified a paradox of workplace bullying advice where targets described themselves as offering the same advice to other targets they had received, even though they believed following the advice either would have made no difference or made their own situations worse. We address the paradox by considering the possibility that urging individual targets to ‘remain calm’ and ‘stay rational’ overestimates the difference a single individual can make, downplays the significance of strong emotional responses to bullying, and constrains the ability to think and act with greater freedom.  相似文献   

Is What’s “Trending” What’s Worth Purchasing? Insights from a National Study of Collection Development Librarians     

Sarah W. Sutton  Rachel Miles  Stacy Konkiel 《期刊图书馆员》2017,72(1-4):134-143

ABSTRACT

New forms of data like altmetrics are helping librarians to make smarter decisions about their collections. A recent nationwide study administered to librarians at R1 universities shines light on exactly how these metrics are being applied in academia. This article is based on a presentation from the NASIG 31st Annual Conference. It includes survey results addressing previously unknown rates of technology and metrics uptake among collection development librarians, the most popular citation databases and altmetrics services being used to make decisions, and surprising factors that affect attitudes toward the use of metrics.  相似文献