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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
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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
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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
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We analyze our method of teaching with primary historical sources within the context of theoretical frameworks for the role of history in teaching mathematics developed by Barbin, Fried, Jahnke, Jankvist, and Kjeldsen and Blomhøj, and more generally from the perspective of Sfard’s theory of learning as communication. We present case studies for two of our guided student modules that are built around sequences of primary sources and are intended for learning core curricular material, one on logical implication, the other on the concept of a group. Additionally, we propose some conclusions about the advantages and challenges of using primary sources in teaching mathematics. 相似文献
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For Canadians, the enduring late nineteenth- and early twentieth-century debate between adherents of sustained British imperialism and those champions of Canadian sovereignty closed in December 1964 by dint of a Canadian Parliamentary act establishing a new national symbol, one that henceforth removed the British ensign from national flag and federal governmental identifications and replaced it with a simple red maple leaf embossed on a white background between two panels of red. This is the primary identification symbol, the logo, indeed the brand, by which Canada is now recognized throughout the world. The birth of the red maple leaf logo's legitimization in both national and international context points to a role played by the Canadian Olympic Committee, the embryo saga of which was superimposed on the initiatives of the nation's first Olympic team, the aggregation of male athletes that competed in the London Games of 1908. This work argues that the introduction of the red maple leaf as a national symbol of Canada, with respect to the logo's initial international debut at the Games of the Fourth Olympiad celebrated in London in 1908, provided the first in a series of succeeding international Olympic occurrences that lent sustenance to a greater Canadian movement towards neoliberal promoted national self-identity and a commensurate beginning of the erosion of what most Canadians would refer to as ‘Britishness’. 相似文献
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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
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John Jerrim John Micklewright Jorg-Henrik Heine Christine Salzer Caroline McKeown 《牛津教育评论》2018,44(4):476-493
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds’ academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier rounds. In 2015 a major change was implemented in PISA, with the introduction of computer-based assessment. This has the potential to reduce comparability of PISA test scores across countries and over time. We investigate this issue using PISA 2015 field trial data for three countries: Germany, Sweden, and Ireland. We show how, if left unaccounted for, the change to computer-based testing could limit the comparability of PISA test scores. We then describe the methodology the study organisers have used to account for such mode effects. Our key conclusion is that although the adjustment made is unlikely to overcome all the potential challenges of switching to computer-based tests, it represents an improvement over the alternative of making no adjustment at all. 相似文献