Cultural policymaking and research on the Island of Ireland     

Victoria Durrer  Kerry McCall Magan 《Cultural Trends》2017,26(3):189-194

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Chance regained: David Albert’s oeuvre revisited     

Kerry McKenzie 《Metascience》2016,25(1):51-55

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Characteristics of students who benefit from high-quality mathematics instruction     

Kristie K. Jones  James P. Byrnes 《Contemporary educational psychology》2006

The present study examined characteristics of students who took advantage of the opportunity to learn Algebra II from a highly skilled teacher. In particular, student information was gathered concerning: (a) the amount of mathematics students knew prior to the class, (b) their motivation for learning mathematics, (c) the number and types of interactions they had with the teacher during class, (d) degree of self-regulation, and (e) general aptitude. A model for achievement was used that suggests both opportunity and propensity are important (i.e., students must be willing and able to take advantage of opportunity). Support for the model was found. Propensity to take advantage of a highly favorable opportunity accounted for almost sixty percent of the variance in achievement. In particular, students who were self-regulated, had strong mathematics backgrounds, and had low levels of frustration benefited more from high-quality instruction.  相似文献   

Why deliver learning resources 'online'?     

Kerry Shephard  Denis Wong  Peter Phillips 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):161-163

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Supporting Teaching Faculty as Scholars: A Developmental Model     

Leah A. Zuidema  G. James Daichendt  Kerry Fulcher 《Christian Higher Education》2019,18(1-2):78-97

Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty.  相似文献   

体力活动与癌症生存研究的10大问题     

Kerry S. Courney  Laura Q. Rogers  Kristin L. Campbell  Jeff K. Vallance  Christine M. Friedenreich 《北京体育大学学报》2016,39(2):40-48

摘要：今天的美国有1 400万的癌症存活者，其中的很多存活者中都接受了多种治疗，包括手术、放疗、化疗、靶向治疗等。这些治疗能够延长生存时间，但同时也会带来很多急慢性的副作用，危害健康，影响生活质量。体力活动（PA）与癌症生存这一领域发展迅速，主要研究PA对癌症患者的影响。基于该领域的研究进展，提出了以下10大研究问题：1）PA能够降低癌症复发风险、和/或提高存活吗？2）PA能够影响癌症治疗决策、完成率、和/或患者对治疗的反应吗？3）癌症存活者的最佳运动处方是什么？4）静坐少动行为对癌症存活者有何影响？5）癌症存活者最有效的体力活动干预方案是什么？6）哪些癌症会影响病人对PA的反应？7）癌症存活者进行体力活动时需要注意的安全问题有哪些？8）哪些具体的癌症症状可以由PA解决？9）对于癌症晚期患者，体力活动还有何作用？10）如何将体力活动研究结果转化到临床和社区肿瘤实践中来？上述问题的回答至关重要，这不仅关系到体力活动和癌症存活这一研究领域的发展，更重要的是，能够为每年数百万新诊断为癌症的病人、正在接受癌症治疗的病人、治疗结束处于恢复中的病人或是那些正在与晚期癌症抗争的病人带来福音。  相似文献   

What Is Right About Special Education     

Cynthia R. Chambers  Michael L. Wehmeyer  Yumiko Saito  Kerry M. Lida  Youngsun Lee  Vandana Singh 《Exceptionality》2013,21(1):3-15

Abstract

Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination.  相似文献   

Title IX and Retaliation: The Impact of Jackson v. Birmingham Board of Education on Higher Education     

Kerry Brian Melear 《Journal of Personnel Evaluation in Education》2007,19(3-4):91-103

In 2005, the United States Supreme Court rendered a closely divided opinion that extends the protections against discrimination provided by Title IX of the Education Amendments of 1972 to include a private cause of action for retaliation in Jackson v. Birmingham Board of Education. Therefore, “whistleblowers,” or employees who report allegedly discriminatory practices, can file suit against employers who retaliate against them on the basis of their complaints under the auspices of Title IX, which prohibits discrimination “on the basis of sex” by recipients of federal education funds. Unlike other federal anti-discrimination laws such as Title VII of the Civil Rights Act of 1964, retaliation is not expressly mentioned within the text of Title IX, and the Supreme Court reasoned that the broad language of the statute encompasses implied protections against retaliation, regardless of the gender of the employee who alleges retaliatory action. As a result of Jackson, the first generation of litigation against colleges and universities under this expanded standard has begun to navigate the federal courts. This article analyzes the Supreme Court’s opinion in Jackson and the related cases representing the first application of the retaliation standard articulated therein to colleges and universities. The article concludes with suggestions for insulation from liability associated with alleged retaliation claims against administrators and educational institutions.  相似文献   

Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

Reporting Quality of Single-Case Research Published in Learning Disabilities Journals     

Brittany L. Hott  Sarah Heiniger  Jasmine Justus  Kathleen M. Randolph  Amal Al Shabibi  Brooki Beasley  Kerry Frank  Wendy Mitchell  Courtney Tennell  Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238

Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed.  相似文献