排序方式： 共有4条查询结果，搜索用时 230 毫秒
1
1.
Rachael A. Record Donald Helme Matthew W. Savage Nancy G. Harrington 《Journal of Applied Communication Research》2017,45(1):79-95
The purpose of this study was to assess the effectiveness of the Let’s Clear the Air campaign, a print-based campaign guided by the theory of planned behavior, designed to increase compliance with a University’s tobacco-free policy among undergraduate student smokers. We hypothesized that individual-level compliance behaviors would increase with greater campaign exposure and that population-level compliance would improve post-intervention from baseline. To assess individual-level compliance, we collected survey data from 284 randomly selected undergraduate student smokers. To assess population-level compliance, we collected observational data by counting smokers in 10 violation locations for 10 weeks (three 30-minute periods per week). Data supported the hypotheses: Campaign exposure was related to an increase in individual-level compliance behaviors, and results from a negative binomial regression supported that population-level compliance improved from baseline to post-intervention. Implications regarding support for the campaign as an effective strategy for increasing tobacco-free policy compliance behaviors are discussed. 相似文献
2.
The purpose of this study was to explore the relationship between parental influence, peer norms, body esteem, and disordered eating intentions in a sample of incoming college freshmen women. A total of 427 incoming female college freshmen from a private university in the southeastern United States were surveyed as part of a larger study. Results indicated that body esteem moderated the relationship between parent thinness norms, parent encouragement norms, parent communicative norms, peer acceptability norms, and peer prevalence norms on disordered eating intentions. There was no significant interaction between body esteem and peer thinness norms. These results suggest that efforts to prevent disordered eating among college students should include strategies for changing normative influence, both from parents and peers. 相似文献
3.
Kaye Stacey Sue Helme Shona Archer Caroline Condon 《Educational Studies in Mathematics》2001,47(2):199-221
Multi-base arithmetic blocks (MAB) are the most frequently used physical materials for teaching about decimal numbers, despite
published reservations about their appropriateness. This paper presents an alternative, LAB (linear arithmetic blocks) and
compares the two materials on the basis of epistemic fidelity and accessibility for students. Two teaching experiments involving
30 matched students indicated that LAB is considerably more accessible for students, and identify three contributing factors
(LAB modeling number with length rather than volume, MAB incorporating an apparent dimensional shift and having prior use).
Use of LAB was associated with more active engagement by students and deeper discussion. Epistemic fidelity is critical to
facilitate teaching with the models, but we attribute the enhanced classroom environment to the greater accessibility of the
LAB material. Further research is warranted, so that teaching of mathematics with physical materials can be improved.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Kaye Stacey Sue Helme Vicki Steinle Annette Baturo Kathryn Irwin Jack Bana 《Journal of Mathematics Teacher Education》2001,4(3):205-225
In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of
decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult
for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion
of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to
zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers'
knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of
shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated
that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble.
Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number
knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
1