Good practices for student learning: Mixed‐method evidence from the Wabash National Study     

Kathleen M. Goodman  Marcia Baxter Magolda  Tricia A. Seifert  Patricia M. King 《About Campus》2011,16(1):2-9

Kathleen M. Goodman, Marcia Baxter Magolda, Tricia A. Seifert, and Patricia M. King review both quantitative and qualitative data to understand students' college experiences and provide powerful information to guide educators.  相似文献   

Investigative interviews of alleged sexual abuse victims with and without anatomical dolls     

Michael E. Lamb  Irit Hershkowitz  Kathleen J. Sternberg  Barbara Boat  Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259

Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings.  相似文献   

Sustaining and retaining beginning special educators: It takes a village     

Rebecca Swanson Gehrke  Kathleen McCoy 《Teaching and Teacher Education》2007

The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers’ ability to focus on student learning and on their intent to remain in their positions.  相似文献   

The use of growth-groups as a critical ingredient in counselor training     

Kathleen Y. Ritter 《International journal for the advancement of counseling》1978,1(3):295-302

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The Effects of Political Violence on Palestinian Children's Behavior Problems: A Risk Accumulation Model   总被引：4，自引：0，他引：4  

James Garbarino  Kathleen Kostelny 《Child development》1996,67(1):33-45

Interviews with 150 Palestinian mothers and their children living amidst the Intifada in the West Bank were conducted to assess exposure to political violence and family negativity as risk factors associated with behavioral problems as measured by the Child Behavior Checklist. The number of risks present in the child's life was significantly correlated with the number of behavioral problems the child exhibited ( R = .53, p < .001). The analysis further examined the role of gender, age, and community context in moderating the impact of high levels of accumulated risk on children's behavioral problems. Under conditions of high accumulated risk, boys evidenced more problems than girls, and younger children exhibited more problems than older children. Community context (as indicated by a high or low level of political violence) was a significant factor for girls but not for boys.  相似文献   

Fetal heart rate and variability: stability and prediction to developmental outcomes in early childhood     

DiPietro JA  Bornstein MH  Hahn CS  Costigan K  Achy-Brou A 《Child development》2007,78(6):1788-1798

Stability in cardiac indicators before birth and their utility in predicting variation in postnatal development were examined. Fetal heart rate and variability were measured longitudinally from 20 through 38 weeks gestation (n = 137) and again at age 2 (n = 79). Significant within-individual stability during the prenatal period and into childhood was demonstrated. Fetal heart rate variability at or after 28 weeks gestation and steeper developmental trajectories were significantly associated with mental and psychomotor development at 2 years (n = 82) and language ability at 2.5 years (n = 61). These data suggest that the foundations of individual differences in autonomic control originate during gestation and the developmental momentum of the fetal period continues after birth.  相似文献   

The Interplay of Psychology and Mathematics Education: From the Attraction of Psychology to the Discovery of the Social     

Karen François  Kathleen Coessens  Jean Paul Van Bendegem 《Journal of Philosophy of Education》2012,46(3):370-385

It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological.  相似文献   

Sexual dimorphism in bone–muscle relationship in young adults     

Vera Zymbal  Kathleen F. Janz  Fátima Baptista 《Journal of sports sciences》2017,35(24):2433-2438

The purpose of this study was to analyse associations between lean soft tissue (LST), a surrogate of skeletal muscle mass and key fracture-related geometric characteristics of the proximal femur. Moreover, we examined the role that muscle played on the proximal femur geometry in response to physical activity (PA). Participants were 83 young adults. Leg LST (exposure) was assessed by dual energy X-ray absorptiometry (DXA). Proximal femur geometry was derived from a left hip DXA scan. Geometric variables (outcomes) included the femoral neck axis length (FNAL), the femoral neck width (FNW), the neck–shaft angle and FNW|FNAL (an index of robustness). PA was evaluated by accelerometry. Linear regression was used to analyse relationships. Additional exposure variables included body height and mass. In males, leg LST explained 17.4% of variation in FNAL (P < 0.001) and 15% in FNW (P = 0.015). In females, it explained 8.8% of the variance in FNAL (P = 0.020). Associations remained significant in males, but not in females, when vigorous PA was added to the models. These results suggest that public health approaches to promote PA may be particularly important in females since vigorous PA seems to convey advantages in femur geometry and consequently in bone strength.  相似文献   

Validating Automated Measures of Text Complexity          下载免费PDF全文

Kathleen M. Sheehan 《Educational Measurement》2017,36(4):35-43

Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed.  相似文献   

Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.     

Sharon ABBEY Bev BAILEY  Jane Dubrick  Kathleen Moore  Joyce Nyhof-YOUNG  Erminia Pedretti  Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.  相似文献