Coding and Centering of Time in Latent Curve Models in the Presence of Interindividual Time Heterogeneity     

Shelley A. Blozis  Young Il Cho 《Structural equation modeling》2013,20(3):413-433

The coding of time in latent curve models has been shown to have important implications in the interpretation of growth parameters. Centering time is often done to improve interpretation but may have consequences for estimated parameters. This article studies the effects of coding and centering time when there is interindividual heterogeneity in time such as when longitudinal responses are dependent on a point of origin that varies between individuals. Using representative examples that differ in their degree of interindividual time heterogeneity, we compare different models based on alternative forms of coding and centering of time to evaluate potential for biased estimates. Recommendations are made for studies marked by heterogeneity in time measures.  相似文献   

Interactive TV as an option in early childhood teacher education     

Tom Reed  Anne Crout Shelley  Marilyn Izzard 《Journal of Early Childhood Teacher Education》2013,34(4):247-253

Abstract

The qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on daily classroom activities through collaborative meetings with a focus on the teaching and learning process. The preservice teachers were educated in the use of the main principles described by the Reggio Emilia Approach ‐ collaboration reflection, and dialogue (Edwards, Gandini &; Forman, 1998) and thus, served as a guide for the collaborative interactions with the mentoring teachers.  相似文献   

Exploring young and adult learners' perceptions of corrective feedback in ASR‐based CALL system     

Yi Hsuan Wang  Shelley S‐C. Young 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):E77-E80

  相似文献   

Student Authoritarianism and Teacher Authoritarianism as Factors in the Determination of Student Performance and Attitudes     

Richard L. Weiss  Stephen M. Sales  Shelley Bode 《Journal of Experimental Education》2013,81(4):83-87

Recent investigations designed to elucidate the teacher behaviors which are facilitative of positive student attitudes and increased student performance have presented inconsistent results. It is hypothesized that the inconsistency between studies may be due to an interaction between teacher characteristics and student characteristics in the determination of the dependent variables involved. To test this hypothesis, teachers and students in a West Coast high school were administered a revised version of the California F-Scale (a measure of authoritarianism). High- and Low-F groups of both teachers and students were selected, and students’ grades and attitudes toward their teachers were observed. It was found that High-F students exposed to Low-F teachers showed particularly low attitudes toward their teachers and particularly low grades. Data for other combinations of student and teacher characteristics were essentially equivalent.  相似文献   

Distance learners of German and intercultural competence     

Uwe Baumann  Monica Shelley 《Open Learning》2013,28(3):191-204

The article describes a research project undertaken with advanced adult learners of German at a distance at The Open University, United Kingdom. Their gains in intercultural competence were investigated by looking at how far the students met the prescribed learning outcomes, their knowledge items, language skills, attitudes towards Germans and their assessment results. The findings show that this particular group of learners felt that they had achieved the different requirements of the stated learning outcomes to a surprisingly high level and demonstrated a high level of intercultural competence. In addition, these learners were able to articulate their opinions of commonly held attitudes and stereotypical views about Germans and offered reflective insights into why their personal attitudes differed in many respects from more commonly held views.  相似文献   

Collaborative action research in Northern Canadian rural and Indigenous schools: learning about young children’s oral language in play contexts     

Shelley Stagg Peterson  Laureen J. McIntyre  Lena Glaés-Coutts 《Educational Action Research》2013,21(5):787-802

This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented.  相似文献   

Book reviews     

Shelley Kinash 《高等教育研究与发展》2009,28(4):457-465

  相似文献   

Youth’s Sibling Relationships Across the Course of a Parent’s Military Deployment: Trajectories and Implications     

Shawn D. Whiteman  Meghan K. Hamwey  Dave Topp  Shelley MacDermid Wadsworth 《Child development》2020,91(6):1988-2000

The present exploratory study explored the trajectories and implications of at-home (military unaffiliated) parents’ perceptions of youth’s sibling relationships across the course of a parent’s military deployment. Participants included 109 families with at least two siblings (older sibling and younger siblings age: M = 10.85, SD = 3.92 and M = 7.89, SD = 3.58, respectively) and one parent serving in the National Guard. Data were collected via in-home interviews, at six time points across the deployment cycle. A series of multilevel models revealed increases in sibling disharmony during the months a deployed parent was away, but showed signs of recovery in the year after they returned. Increases in sibling disharmony were positively associated with increases in youth’s externalizing behaviors above and beyond the effects of parenting.  相似文献   

Statistical Learning of Orthographic Regularities in Chinese Children With and Without Dyslexia     

Shelley Tong  Puyuan Zhang  Xinjie He 《Child development》2020,91(6):1953-1969

This study examined distributional statistical learning of positional, phonetic, and semantic regularities of an artificial orthography in Chinese children aged 8–10 years: 29 with dyslexia, 29 age-matched controls, and 30 reading-level matched controls. Despite having positional regularity learning performance comparable to the controls, the children with dyslexia were poorer at learning left-right structured characters than top-bottom structured characters in high- and low-consistency conditions. Moreover, they showed difficulties in mapping a given sound or meaning to a specific character compared with the typically developing controls. These findings suggest that children with dyslexia have deficits in some, though not all, aspects of statistical learning of character orthography, which may reflect their difficulties in coping with distractors and inconsistency of orthographic input.  相似文献   

Using narrated literacy‐based behavioural interventions to decrease episodes of physical aggression in elementary students with disabilities     

Shelley Anderson  Jessica L. Bucholz  Michael Hazelkorn  Margaret A. Cooper 《Support for Learning》2016,31(2):90-103

This study was designed to examine the effects of literacy‐based behavioural interventions (Bucholz et al., 2008) to decrease acts of physical aggression with kindergarten and first grade students. The study used a multiple baseline design across three participants. The results showed a decrease in acts of physical aggression by students with significant developmental delays and autism spectrum disorders as a result of the literacy‐based behavioural interventions (LBBI).  相似文献