YouTube: Educational Potentials and Pitfalls     

Troy Jones  Kristen Cuthrell 《学校用计算机》2013,30(1):75-85

No abstract available for this article.  相似文献   

Genetic and Environmental Influences on Vocabulary IQ: Parental Education Level as Moderator   总被引：12，自引：0，他引：12  

David C. Rowe  Kristen C. Jacobson  & Edwin J. C. G. Van den Oord 《Child development》1999,70(5):1151-1162

This article examines how parental education level moderates the genetic and environmental contributions to variation in verbal IQ. Data are from 1909 non-Hispanic Whites and African American sibling pairs from the National Longitudinal Study of Adolescent Health, which obtained nationally-based samples of identical (MZ) twins, fraternal (DZ) twins, full and half siblings, cousins (in the same household), and biologically unrelated siblings. In the whole sample, the variance estimate for heritability (h2 = .57, SE = .08) was greater than that for shared environment (c2 = .13, SE = .04). Both heritability and the shared environmental estimate were moderated, however, by level of parental education. Specifically, among more highly educated families, the average h2 = .74 (SE = .10) and the average c2 = .00 (SE = .05). Conversely, among less well-educated families, heritability decreased and shared environmental influences increased, yielding similar proportions of variance explained by genetic and environmental factors, average h2 = .26 (SE = .15), and average c2 = .23 (SE = .07).  相似文献   

School achievement and adolescents’ interactions with their fathers, mothers, and friends     

Peter Noack 《European Journal of Psychology of Education - EJPE》1998,13(4):503-513

This article explores effects of parents’ and friends’ behaviour in verbal interactions with adolescents concerning adolescents’ school achievement. The behaviour of adolescents’ partners was observed in interactions elicited by a plan-something-together task at first measurement of a two-year longitudinal investigation. Grades in school and perceived school success at measurement points 1, 2, and 3 were included to capture adolescents’ academic achievement. Cross-sectional correlations (n=32) and longitudinal partial correlations (n=24–26) served to analyse contemporaneous associations and directed effects across a one-and two-year time interval. Findings confirmed systematic influences of parents’ as well as friends’ behaviours on the objective and subjective measures of school achievement. Patterns of effects, however, partly depending on the type of partner in interactions. The differential effects are discussed with reference to structural differences between adolescents’ family and friendship relationships.  相似文献   

Beyond reality: augmented,virtual, and mixed reality in the library     

Kristen Cardoso 《Public Services Quarterly》2020,16(2):104-105

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Text Mining 101: What You Should Know     

Patricia Cleary  Kristen Garlock  Denise Novak  Ethan Pullman 《期刊图书馆员》2017,72(1-4):156-159

ABSTRACT

Scholars increasingly use text and data mining (TDM) methods to discover trends and relationships within complex digital data sets. In order to support this development in scholarly communication, librarians and publishers need to be knowledgeable about TDM methods, build partnerships with TDM researchers, and address challenges related to licensing and access to large document sets. The presenters of this NASIG session shared their experiences of supporting TDM as a library subject liaison, acquisitions librarian, and publisher representatives. Audience members discussed issues involving TDM of data from multiple publishers, local hosting of data sets and TDM activity by undergraduate students.  相似文献   

Finding the diamond in the rough: Exploring communication and platform in crowdsourcing performance     

Kristen L. Guth  Daren C. Brabham 《Communication monographs》2017,84(4):510-533

Ideas that rise to the top in crowdsourcing platforms are assumed to succeed because they are perceived to be the best ideas, but questions about the factors that influence the outperformance of one solution over another remain underexplored. The Peer Vetted Ideas model is proposed as an explanation of elements that affect performance in crowdsourcing for creative ideation solutions. Using content analysis and hierarchical multiple regression, the study examined the relationship between performance in a public sector crowdsourcing competition and (a) design concepts, (b) communication about the designs, and (c) platform context. Results indicate that crowdsourcing is not always a meritocratic process to produce the objective “best” ideas, but rather also depends on subjective communicative, temporal, and platform factors.  相似文献   

Curling,ripples, dimples: Observations from a condition survey of animation cels     

Katharina Hoeyng  Suzanna Etyemez  Kristen McCormick  Michael Schilling  Alan Phenix 《文物保护研究》2016,61(3):294-296

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Assessment for Learning with Diverse Learners in a Digital World     

Kristen DiCerbo 《Educational Measurement》2020,39(3):90-93

We have the ability to capture data from students' interactions with digital environments as they engage in learning activity. This provides the potential for a reimagining of assessment to one in which assessment become part of our natural education activity and can be used to support learning. These new data allow us to more closely examine the processes learners use to solve problems, not just their final solutions, so educators can be more targeted in their intervention. New capabilities may address some of the consistent criticisms of assessment, but they also present new dangers, particularly for diverse learners. Systems are in danger of replicating the biases from our non-digital world in our digital tasks and in the creation of the scoring tools that accompany them.  相似文献   

The mediating role of teacher self-efficacy in the relation between teacher–child race mismatch and conflict     

Rachel L. Kunemund  Shannon Nemer McCullough  Chelsea D. Williams  Chantelle C. Miller  Kevin S. Sutherland  Maureen A. Conroy  Kristen Granger 《Psychology in the schools》2020,57(11):1757-1770

The far-reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at-risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher-perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self-efficacy and, in turn, teacher-perceived conflict with children among 148 teachers and 354 preschool-aged children. Results indicated that among students most at-risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self-efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant. Findings highlight the importance of teacher training and support that focused on increasing self-efficacy to improve relationships between teachers and children.  相似文献   

Unify and present: Using Monroe's Motivated Sequence to teach team presentation skills     

Jenna Haugen  Kristen Lucas 《Communication Teacher》2019,33(2):112-116

Courses: Public speaking, business and professional communication, group communication

Objectives: This activity will introduce Monroe's Motivated Sequence as a way to organize persuasive arguments; improve students’ ability to deliver presentations with consistent content, voice, and style; and improve team-based delivery skills.  相似文献