排序方式： 共有9条查询结果，搜索用时 46 毫秒
1
1.
This study investigated the validity of the Autism Behavior Checklist (ABC; Krug, Arick, & Almond, 1993) and the Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 1993a). Both instruments are screening devices designed to measure characteristics of individuals with autistic disorder or, more broadly, pervasive developmental disorders. Results showed that the total scores of the ABC and PDDRS measure significantly overlapping constructs (r= .80). Further, both instruments significantly discriminated between participants with autistic disorder and children with diagnoses frequently confused with autistic disorder. Both instruments provided respectable indices for classification accuracy (PDDRS overall accuracy = 88%, ABC overall accuracy = 80%). Finally, the ABC and PDDRS agreed in their classifications of 85% of the 136 participants; a phi coefficient based on the instruments' nominal classifications of the participants equaled .68 (p< .001). © 2000 John Wiley & Sons, Inc. 相似文献
2.
Hollie White 《Cataloging & classification quarterly》2013,51(6):655-674
Scientific repositories create a new environment for studying traditional information science issues. The interaction between indexing terms provided by users and controlled vocabularies continues to be an area of debate and study. This article reports and analyzes findings from a study that mapped the relationships between free text keywords and controlled vocabulary terms used in the sciences. Based on this study's findings recommendations are made about which vocabularies may be better to use in scientific data repositories. 相似文献
3.
To maintain the legacy of cutting edge scientific innovation in the United States our country must address the many pressing issues facing science education today. One of the most important issues relating to science education is the under-representation of African Americans and Hispanics in the science, technology, and engineering workforce. Foreshadowing such under-representation in the workforce are the disproportionately low rates of African American and Hispanic students attaining college degrees in science and related fields. Evidence suggests disparate systemic factors in secondary science education are contributing to disproportionately low numbers of African American and Hispanic students in the science education pipeline. The present paper embarks on a critical analysis of the issue by elucidating some of the systemic factors within secondary education that contribute to the leak in the science education pipeline. In addition, this review offers a synthesis and explication of some of the policies and programs being implemented to address disparate systemic factors in secondary schools. Finally, recommendations are offered regarding potential mechanisms by which disparities may be alleviated. 相似文献
4.
Hollie A. Kulago 《Educational Philosophy and Theory》2018,50(8):758-766
AbstractIn this article, I will describe how the Utopians whom John Dewey once referenced are possibly the ancestors of Indigenous peoples, in this case, ancestors of the Diné. I will describe a Diné philosophy of education through the Kinaa?dá ceremony which was the first ceremony created by the Holy People of the Diné to ensure the survival of the people. I frame this ceremony as an educational experience that illuminates the similarities between the Diné and Utopian philosophies of education. It is through an understanding and experiencing of the Kinaa?dá that one can fully experience a real example of the ‘Utopian schools.’ It is through an upbringing within a non-acquisitive paradigm, ontologically and epistemologically, that one can fully envision this society that William Schubert explains through a compilation of various philosophers and theorists in order to make it understandable to an acquisitive society. The oral teachings from my ancestors through songs, stories and ceremonies that have been passed down to the current generations prove that the utopia once existed and that some ‘Utopians’ still exist. This explanation of a Diné philosophy of education through the Kinaa?dá ceremony is my lived example of what Dewey seemed to have dreamt or found in another dimension. I claim that the Utopians Dewey witnessed were possibly Indigenous peoples. 相似文献
5.
David Shadinger Kristin M. Sherry Hollie L. Smith Emilie C. Clark 《Community College Journal of Research & Practice》2016,40(5):385-393
None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges. 相似文献
6.
Hollie Byrne Barbara Dooley Amanda Fitzgerald Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes. 相似文献
7.
Hollie Smith Brianne Suldovsky Laura Lindenfeld 《Journal of Applied Communication Research》2016,44(1):78-95
Boundary theory has assumed that two distinct organizations—scientists and policy-makers—can interface with one another via an external boundary organization, yet boundary management contexts often call for different strategies where a neutral third party is not involved. Recent scholarship has highlighted alternative models for boundary organizations, including the emergence of boundary organizations within universities. Most of these studies have taken an organizational perspective, yet as universities increasingly fulfill the role of boundary organizations by direct engagement with policy-makers, we need a deeper understanding of the roles scientists should play within this context. This study highlights the need to understand context before designing and implementing boundary management strategies, and considers the complexities of direct engagement between scientists and policy-makers. We draw from a case study conducted in Maine to argue that there are contexts in which scientists need to manage and span the science–policy boundary. The complexities involved in preparing scientists to engage more thoroughly in policy activities and the challenges in garnering institutional support for advancing the participation of scientists in boundary-spanning activities are explored. 相似文献
8.
In this article, we explore the personal mentoring experiences of two female scholars of diverse ethnic backgrounds across research-intensive institutions. Female faculty of color face substantial barriers to success in academe including mental and emotional discomfort, being treated as symbolically representing their race and gender, and social isolation. There is a distinct paucity of literature that describes the experiences of American Indian women in the Academy. Many women of Western European descent face similar barriers, regardless of racial majority status. This auto-ethnographic comparative study explores the degree to which the experiences of women from differing ethnicities might lend insight into the ways in which barriers to success both converge and differ at the microlevel. These convergent themes of mentorship have the possibility of providing insights for the development of intentional mentorship practice to support junior faculty and doctoral students engaged in scholarship. 相似文献
9.
1