Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta‐Analytic Review     

J. Ron Nelson  Gregory J. Benner  Jorge Gonzalez 《Learning disabilities research & practice》2003,18(4):255-267

The purpose of this article was to systematically review the available research on learner characteristics that influence the treatment effectiveness of early literacy interventions. Meta‐analytic procedures were applied to a total of 30 studies that met the inclusionary and exclusionary criteria. Mean average effect sizes were computed for seven primary learner characteristic categories: (1) rapid naming, (2) alphabetic principle, (3) phonological awareness, (4) problem behavior, (5) memory, (6) IQ, and (7) demographic. The primary learner characteristics that influenced the treatment responsiveness of early literacy interventions were, in order of magnitude, rapid naming, problem behavior, phonological awareness, alphabetic principle, memory, IQ, and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. The demographic primary learner characteristic (i.e., disability, ethnicity, grade‐level status) of children was not statistically (p < 0.05) distinct from zero. The findings, limitations, and future research needs are discussed.  相似文献   

Communicating Prevention: The Effects of the keepin' it REAL Classroom Videotapes and Televised PSAs on Middle-School Students' Substance Use     

Jennifer R. Warren  Michael L. Hecht  David A. Wagstaff  Elvira Elek  Khadidiatou Ndiaye  Patricia Dustman  Flavio F. Marsiglia 《Journal of Applied Communication Research》2006,34(2):209-227

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.  相似文献   

Research methods in physical activity     

Ron Maughan 《Journal of sports sciences》2017,35(5)

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American Gandhi: A. J. Muste and the History of Radicalism in the Twentieth Century Leilah Danielson. Philadelphia: University of Pennsylvania Press, 2014.          下载免费PDF全文

Ron Briley 《Journal of American culture (Malden, Mass. : 2003)》2016,39(3):349-351

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University Admissions and the Prediction of Degree Performance: an Analysis in the Light of Changes to the English Schools’ Examination System     

Ron Johnston  David Manley  Kelvyn Jones  Richard Harris  Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42

The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards.  相似文献   

The wrong people for the job?     

Warren Schmaus  Tekla M. Schmaus 《Metascience》2014,23(3):607-611

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Increasing hip and knee flexion during a drop-jump task reduces tibiofemoral shear and compressive forces: implications for ACL injury prevention training     

Liang-Ching Tsai  Yi-An Ko  Kyle E. Hammond  John W. Xerogeanes  Gordon L. Warren  Christopher M. Powers 《Journal of sports sciences》2017,35(24):2405-2411

Although most ACL injury prevention programmes encourage greater hip and knee flexion during landing, it remains unknown how this technique influences tibiofemoral joint forces. We examined whether a landing strategy utilising greater hip and knee flexion decreases tibiofemoral anterior shear and compression. Twelve healthy women (25.9 ± 3.5 years) performed a drop-jump task before and after a training session (10–15 min) that emphasised greater hip and knee flexion. Peak tibiofemoral anterior shear and compressive forces were calculated using an electromyography (EMG)-driven knee model that incorporated joint kinematics, EMG and participant-specific muscle volumes and patella tendon orientation measured using magnetic resonance imaging (MRI). Participants demonstrated a decrease in peak anterior tibial shear forces (11.1 ± 3.3 vs. 9.6 ± 2.7 N · kg^?1; P = 0.008) and peak tibiofemoral compressive forces (68.4 ± 7.6 vs. 62.0 ± 5.5 N · kg^?1; P = 0.015) post-training. The decreased peak anterior tibial shear was accompanied by a decrease in the quadriceps anterior shear force, while the decreased peak compressive force was accompanied by decreased ground reaction force and hamstring forces. Our data provide justification for injury prevention programmes that encourage greater hip and knee flexion during landing to reduce tibiofemoral joint loading.  相似文献   

The psychological significance of secondary sexual characteristics in nine- to eleven-year-old girls   总被引：1，自引：0，他引：1  

J Brooks-Gunn  M P Warren 《Child development》1988,59(4):1061-1069

82 9-11-year-old girls were seen in order to study the onset of puberty as represented by breast and pubic hair growth. Girls filled out self-report scales, mothers rated their daughters' breast and pubic hair development using schematic representations of the Tanner stages, and height was measured by a nurse practitioner. Breast growth, but not pubic hair growth, was expected to be associated with a positive body image, positive peer relationships, superior adjustment, and the rating of adult roles as important (marriage, children, and careers). These expectations were confirmed for all but the adult role measures. Controlling for pubic hair growth did not alter the findings for breast development. Associations with height also were examined. Height was linked to superior adjustment and career importance. These findings are discussed in terms of possible roles that different pubertal events may play in the self-definitions of young adolescents as well as the meaning of various physical changes to the girl and to others.  相似文献   

Bottom line: Where is the space for education?     

Ron Davidson  Lynette K. Henderson  Greg Knotts  John Swain 《About Campus》2011,16(1):30-32

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Models and procedures: Teaching for transfer of pendulum knowledge     

Warren Wollman 《科学教学研究杂志》1984,21(4):399-415

In an exploratory study, education majors in a physical science course were given a set of tasks analogous to a given, solved prototype-task to see how transfer items were handled. Some students were given a conceptual model along with the solved prototype. Others were given a general procedure for applying the conceptual model to the transfer items. The procedure helped considerably for the transfer items least like the prototype item. The model alone was also effective for certain items. In the absence of both model and procedure, students' problem solving was usually incoherent or self-contradictory. Presenting additional solved items helped marginally on an exceptionally novel item. Students' main source of difficulty, given the model and procedure, was that they were distracted by prior, concrete experience and thus failed to follow the procedure. For most students, this difficulty could readily be overcome. A small proportion (10–15%) of students had more profound difficulties.  相似文献