Assessment of Differential Item Functioning for Performance Tasks   总被引：1，自引：0，他引：1  

Rebecca Zwick  John R. Donoghue  Angela Grima 《Journal of Educational Measurement》1993,30(3):233-251

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What is meant by ‘support’ in higher education? Towards a model of academic and welfare support     

Angela Jacklin  Carol Robinson 《Journal of Research in Special Educational Needs》2007,7(2):114-123

This paper focuses on academic and welfare support for students in higher education, and specifically what makes that support effective. It draws on data from a research project which aimed to explore networks of support for disabled and non‐disabled students. Part of the research focused on the nature and sources of support that were identified as important by students, as well as the kinds of support that were available within the higher education institution (HEI). What emerged as of particular interest was the question, ‘What do we mean by support?’ Drawing mainly on the voices and experiences of the students, perceptions of support were explored and the effects of support on the students’ experience of higher education were considered. Through a focus on more generic support structures as well as support which was specific to individual (disabled) students, the research aimed to understand ‘support’ and its importance from the student perspective.  相似文献   

Research productivity and academics’ conceptions of research     

Angela Brew  David Boud  Sang Un Namgung  Lisa Lucas  Karin Crawford 《Higher Education》2016,71(5):681-697

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African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline     

Tonika Duren Green  Beverly Booker Ammah  Nola Butler-Byrd  Regina Brandon  Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research.  相似文献   

Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings     

Jennifer Harrison  Tony Lawson  Angela Wortley 《欧洲师范教育杂志》2005,28(3):267-292

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Preservice Teachers' Beliefs About Family Involvement: Implications for Teacher Education   总被引：1，自引：0，他引：1  

Angela C. Baum  Paula McMurray-Schwarz 《Early Childhood Education Journal》2004,32(1):57-61

Teacher educators have long recognized the importance of adequately preparing preservice teachers for their work with families. Preservice teachers express many concerns that they believe may impact the development of comfortable and collaborative relationships with members of children's families. In a previous study, the authors found that preservice teachers expressed concerns about the quality of the teacher–family relationship, meeting children's basic needs in school, and the role of parents in education. These concerns, along with some recommendations for incorporating family involvement across the teacher education curriculum, are the focus of this article.  相似文献   

Bullies and victims in schools in central and southern Italy     

Maria Luisa Genta  Ersilia Menesini  Ada Fonzi  Angela Costabile  Peter K. Smith 《European Journal of Psychology of Education - EJPE》1996,11(1):97-110

Anonymous questionnaires assessing the amount and nature of bullying/victimization were given to 1379 primary and middle school pupils (8–11; 11–14yrs) in two towns of Central and Southern Italy, Florence and Cosenza. The questionnaire closely followed the design of Olweus (1991) and Whitney and Smith (1993). Results were analysed in terms of percentages of bullying others and being bullied, types of bullying behaviour, where it occurred and who were the perpretators. Bullying was reported in both Italian areas at a more substantial level than found in other countries, including Norway, England, Spain and Japan, although it presented similar structural features to those reported elsewhere: being bullied decreased in older pupils, bullying others was most likely to be admitted by boys, the perpetretators were in the same class as the victims. Considering direct and indirect forms of bullying, year and gender differences are discussed for the two Italian areas and in cross-national perspective.  相似文献   

Domestic, Virtuous Women: Examining Women's Place in a Public Environmental Debate along Louisiana's Cancer Corridor     

Angela Petit 《Technical Communication Quarterly》2001,10(4):365-386

Focusing on an environmental debate that took place in southeastern Louisiana, this study analyzes the experiences of several women who were identified as the debate's domestic, virtuous women: nurturing caretakers who entered public space to speak out as conservators of home and family. While acknowledging how powerful this public stance can be, this study also highlights the limitations of an identity that enables women to access political spheres traditionally closed to them but ultimately dismisses these voices when decisions about the environment must be made.  相似文献   

Interactive effects of guilt and moral disengagement on bullying,defending and outsider behavior     

Angela Mazzone  Marina Camodeca  Christina Salmivalli 《Journal of moral education》2016,45(4):419-432

We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; M_age = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors.  相似文献   

Masculinity and femininity in twin children: genetic and environmental factors   总被引：1，自引：0，他引：1  

J E Mitchell  L A Baker  C N Jacklin 《Child development》1989,60(6):1475-1485

Genetic and environmental origins of individual differences in masculine and feminine personality attributes were investigated in a sample of 38 monozygotic and 32 dizygotic twin pairs (total N = 140) during pre- and early adolescence. Self-report measures of both masculine and feminine characteristics were obtained for each child using 2 standardized instruments: the Children's Personality Attributes Questionnaire (CPAQ) and the Adolescent Self-Perception Inventory (ASPI). Multivariate biometrical analyses revealed significant genetic influences in all measures, accounting for 20%-48% of the observed variation in each. Environmental influences, which explained the remaining 52%-80% of variance in masculinity and femininity, were apparently specific to each individual and not shared by members of the same twin pair. The results underscore the importance of considering both genetic and environmental factors in gender-role development, particularly in studies of family resemblance.  相似文献