The structure and function of academic self‐concept in gifted and general education students     

D. Betsy McCoach  Del Siegle 《Roeper Review》2013,35(2):61-65

Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar.  相似文献   

Creating a Virtuous Circle of Student Engagement with the Tech Corner     

Brian Schuck  Jennifer Church-Duran  Darcy Del Bosque 《图书馆管理杂志》2017,57(5):517-547

While many academic libraries have followed the public library lead in developing makerspaces, not all libraries have the money or space to dedicate to such large-scale operations. This case study explores a different approach to engaging users with new technology and investigates how to support their creativity without a costly investment in space and staffing. It demonstrates not only how students can be provided a virtual space to explore technology equipment, but also how their opinions can be leveraged for growing the collection and creating training materials.  相似文献   

Independent Olympic Athletes and the Legitimacy of the International Olympic Committee in Resolving International Conflicts     

Tiago Del Tedesco Guioti  Mauro Cardoso Simões  Eliana de Toledo 《国际体育史杂志》2016,33(12):1304-1320

Abstract

Over the last three centuries (nineteenth, twentieth, and twenty-first) humanity has been facing huge political and ideological conflicts, especially wars. For these reasons, it was seen how necessary it was to create global institutions that aimed to promote peace and reduce or stop conflicts of this magnitude. Therefore, an international institution had already brought on its premises the principles of international peace and reconciliation through sport: the International Olympic Committee (IOC). However, despite bringing together nations around peaceful ties in an international competition, the IOC and the Olympic Games event have always been affected by constant conflicts along their path in the twentieth century, emphasizing issues involving nationalities. Thereby, in a mediator posture of international conflicts and in an effort to reduce the subversions that surrounded it, the IOC, in the 1990s, created the delegation of Independent Olympic Athletes. Such a delegation consists of athletes who cannot represent their respective nationalities at the Olympics due to political factors and/or armament conflicts. This proposal of the IOC demonstrates its posture to avoid, minimize, and even cease ideological and political events that might interfere with the Olympics Games or the athletes participating in them.  相似文献   

El desarrollo de la explicación de procesos biológicos: cómo entienden los niños la causa de una enfermedad y su curación     

Cristina Del Barrio 《Infancia y Aprendizaje》2013,36(42):81-95

Resumen

Partiendo de un interés por los aspectos cognitivos de la representación infantil de la enfermedad, se examinan los tipos de explicación causal acerca del origen, evolución y curación de la enfermedad, en 100 niños entre 4 y 13 años. Se observan diferencias estadísticamente significativas en el tipo de explicación causal encontrado en los distintos grupos de edad, desde una concepción de la relación causa-efecto estática, mágica y dominada por los índices perceptivos, hasta una concepción de la misma como un proceso dinámico en el que intervienen factores externos e internos al organismo. Sólo un 50% de los sujetos mayores (11–13 años) son capaces de dar una explicación fisiológica o psicofisiológica que refleje un razonamiento formal. Se discuten las implicaciones prácticas de este tipo de estudios, tanto en el campo de la clínica como en el de la educación para la salud.  相似文献   

The Arabic publishing scene     

Daniel?Del?CastilloEmail author 《Publishing Research Quarterly》2002,17(4):47-52

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Collective effectiveness in the XV de France: selections and time matter     

Adrien Sedeaud  Guillaume Saulière  Laurie-Anne Marquet  Scott Del Vecchio  Avner Bar-Hen  Jean-François Toussaint 《European Journal of Sport Science》2017,17(6):656-664

The aim of this study was to quantify the impact of selections and shared selections in the rugby union. Players’ names, positions, and number of selections were collected for all XV de France’s games (1906–2014). Every team’s percentage of renewal of workforce was calculated for backs and forwards. During the 1987–2014 period, all second row forwards (locks), halfbacks, and centres’ shared selections (number of times when two players have competed together) were recreated. The Best vs. Rest method was applied to these remodelled dyads. They were analysed and compared with surrounding teammates as well as opponents. Head coaches similarly change their workforce for upcoming matches after winning or losing (around 30%), but losing teams renew significantly more positions in their line-ups. The recreated halfbacks, locks, and centres reveal a common pattern. Whether victorious or not, the ‘renewed couples’ victory percentage will congregate towards the XV de France’s victory percentage. For all the best recreated couples, the cumulated number of selections for forwards’ is always higher than the ones part of less efficient teams: 231.3?±?80 vs. 212.9?±?91 selections for locks’ teammates (Effect sizes (ES) small, possibly positive, 54.8%). In best recreated couples, number 8’s are significantly more experienced than their counterparts in less efficient pairs (ES small, likely positive, 76.3%). The XV de France’s collective effectiveness relies on a balance between stability and workforce renewal, which allows the building of specific position interactions and builds on experimented forwards packs. Selections and shared selections are serious collective performance parameters associated with performance.  相似文献   

Student learning in teacher evaluation and school improvement: An introduction     

H. Del Schalock  Mark D. Schalock 《Journal of Personnel Evaluation in Education》1993,7(2):103-104

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Learning Neuroscience: An Interactive Case-Based Online Network (ICON)     

Quattrochi  James J.  Pasquale  Susan  Cerva  Barbara  Lester  John E. 《Journal of Science Education and Technology》2002,11(1):15-38

We have developed an interactive case-based online network (ICON) that provides a new learning environment and integrates the student's thinking across the different concentration tracks of one of Harvard's interfaculty science initiatives. ICON takes advantage of this cross-disciplinary, undergraduate curriculum as a model system to bring a compelling, integrative focus to bear on reshaping how Harvard students learn neuroscience. ICON contains 9 learning modules specific to each case: Case, Working Papers, Blackboard, Neuroimaging, Research Programs and Trials, Decision Tree, Learning Objectives, Virtual Contact, and Brainstorm. Modules allow the student to get away from interpreting vast amounts of available information, move toward selecting useful information, recognize discriminating findings, and build a conceptual understanding of real and meaningful problems in neuroscience. The result is that ICON introduces a new landscape within the academic curriculum where the active participation of faculty and students effectively intersects and captures an immediate, integrative learning experience for the student. The benchmark of ICON is the time spent by students and faculty to create a user-defined learning network that engages faculty to participate in the students' learning and transforms the way the student thinks.  相似文献   

Skill,Thrill, and Will: The Role of Metacognition,Interest, and Self-Control in Predicting Student Engagement in Mathematics Learning Over Time     

Ming-Te Wang  Kevin R. Binning  Juan Del Toro  Xu Qin  Cristina D. Zepeda 《Child development》2021,92(4):1369-1387

Maintaining learning engagement throughout adolescence is critical for long-term academic success. This research sought to understand the role of metacognition and motivation in predicting adolescents' engagement in math learning over time. In two longitudinal studies with 2,325 and 207 adolescents (ages 11–15), metacognitive skills, interest, and self-control each uniquely predicted math engagement. Additionally, metacognitive skills worked with interest and self-control interactively to shape engagement. In Study 1, metacognitive skills and interest were found to compensate for one another. This compensatory pattern further interacted with time in Study 2, indicating that the decline in engagement was forestalled among adolescents who had either high metacognitive skills or high interest. Both studies also uncovered an interaction between metacognitive skills and self-control, though with slightly different interaction patterns.  相似文献   

Going the Distance for Grads: What Online Graduate Students Want from the Library     

Susie Skarl  Darcy Del Bosque 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):167-183

With new program additions and changes to existing graduate programs, librarians at the University of Nevada, Las Vegas were interested in investigating if students taking online courses were successful in accessing the library services and instruction. A survey was created that included all types of graduate students (fully online to fully in-person) to identify how they accessed the library and how confident they were in finding resources. The results of this survey have provided the researchers insight regarding successful strategies and where we need to improve; where distance learners are struggling more than on-campus students; and how we need to create varied approaches to disseminate library information and instruction. The study has also opened up communication and stronger collaborations with teaching faculty and instructional designers to better integrate the libraries into the curriculum. To help make findings more generalizable, the researchers aligned them with the Association of College and Research Libraries (ACRL) Standards for Distance Learning Library Services.  相似文献