Three Reasons Samples Become Separated From Their Populations in Communication Research     

Tom Grimes  Kate Peirce 《Mass Communication and Society》2013,16(3):441-459

There are three reasons why probability samples often become separated from their putative populations in mass communication research. First, researchers sometimes believe populations must surely exist when in fact they do not exist. Yet they relentlessly pursue these phantom populations rather than heed classic warning signs that something is wrong. Second, researchers often struggle with underpowered samples. Rather than render those samples using more appropriate qualitative methods, they plow ahead using misapplied statistical methods and thus never inferentially connect to a population. Third, researchers frequently and incorrectly use random assignment rather than random selection as a sample method. This, in turn, can leave a sample unconnected to a population if the population can be drawn only through random selection. As obvious as these three errors are, researchers nonetheless stumble into them regularly. We examine why that is and what researchers can do to avoid these errors.  相似文献   

Rethinking Library Service to Distance Education Students: Analyzing the Embedded Librarian Model     

Elaine Sullo  Tom Harrod  Gisela Butera  Alexandra Gomes 《Medical reference services quarterly》2013,32(1):25-33

Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard “protocol” for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment.  相似文献   

From Teaching Physics to Teaching Children: Beginning teachers learning from pupils     

Morag Findlay  Tom G.K. Bryce 《International Journal of Science Education》2013,35(17):2727-2750

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How accurate are examiners’ holistic judgements of script quality?     

Tim Gill  Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2013,20(3):308-324

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Personality and Teaching Success     

Tom Arthur Lamke 《Journal of Experimental Education》2013,81(2):217-259

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Poverty,philanthropy and the state: charities and the working classes in London, 1918–1879     

Tom Woodin 《History of education》2013,42(2):274-276

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Editorial     

Mark Freeman  Tom Woodin  Susannah Wright 《History of education》2013,42(6):725-726

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Parlaying change in education: Part‐time degrees at the University of Warwick   总被引：1，自引：0，他引：1  

Peter Byrd  Tom Schuller 《Studies in Continuing Education》2013,35(2):125-136

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Negotiating Cross-cultural Misunderstandings in Collaborative Therapeutic Conversations     

Inés Sametband  Tom Strong 《International journal for the advancement of counseling》2013,35(2):88-99

In this article we discuss how clients who have immigrated to Canada and Canadian counsellors negotiate cross-cultural misunderstandings as opportunities to transcend reified assumptions about cultures. Cultural differences as well as discrepancies in translation need to be worked out for counsellors and clients to arrive at shared understandings useful for clients. Arriving at shared understandings requires conversational partners to recognize and overcome how cultural differences may influence personal interpretation of each other’s actions. Misunderstandings, in this sense, highlight affiliative or disaffiliative choices to speakers. We suggest that counsellors can benefit from inviting clients’ initiatives and preferences to inform how relationships develop.  相似文献   

La diferencia de sexo en la resolución de problemas aritméticos: un estudio transversal     

José Tomás Bethencourt  Esteban Torres 《Infancia y Aprendizaje》2013,36(38):9-20

Resumen

En este trabajo se estudia la diferencia entre los sexos en la resolución de problemas aritméticos verbales. Participaron 1.078 escolares de los grados 3.°, 4.°, 5.°, 6.° y 8.° de E.G.B. Se aplicó una prueba de 17 problemas aritméticos a los escolares de 3°, 4° y 5° en dos sesiones. También se aplicó una prueba de 4 problemas aritméticos a los escolares de 6.° y 8.° Los resultados indican que sólo en 8.° los varones son más hábiles que las mujeres resolviendo este tipo de problemas. Se hacen algunas consideraciones adicionales sobre los factores del contexto familiar y escolar que puedan incidir sobre los resultados.  相似文献