The Model-Size Effect on Traditional and Modified Tests of Covariance Structures     

Walter Herzog  Anne Boomsma  Sven Reinecke 《Structural equation modeling》2013,20(3):361-390

The integration of modern methods for causal inference with latent class analysis (LCA) allows social, behavioral, and health researchers to address important questions about the determinants of latent class membership. In this article, 2 propensity score techniques, matching and inverse propensity weighting, are demonstrated for conducting causal inference in LCA. The different causal questions that can be addressed with these techniques are carefully delineated. An empirical analysis based on data from the National Longitudinal Survey of Youth 1979 is presented, where college enrollment is examined as the exposure (i.e., treatment) variable and its causal effect on adult substance use latent class membership is estimated. A step-by-step procedure for conducting causal inference in LCA, including multiple imputation of missing data on the confounders, exposure variable, and multivariate outcome, is included. Sample syntax for carrying out the analysis using SAS and R is given in an appendix.  相似文献   

Predictors of Orthographic Learning of Regular and Irregular Words     

Hua-Chen Wang  Lyndsey Nickels  Kate Nation  Anne Castles 《Scientific Studies of Reading》2013,17(5):369-384

The aim of this study was to explore the reading and language skills that are associated with orthographic learning and to examine whether the effects of these factors are influenced by word regularity. Grade 2 and 3 children learned the phonology and meaning of novel words and were subsequently exposed to their orthography, with either regular or irregular mappings. At the participant level, phonological decoding skill, orthographic knowledge, and vocabulary knowledge were associated with orthographic learning for both word types. However, at an item level, reading novel words correctly did not directly relate to the successful acquisition of the representations of those novel words. In addition, item-specific vocabulary knowledge was a predictor of success in orthographic learning, but only for irregular words. The findings are discussed in relation to the self-teaching hypothesis (Share, 1995).  相似文献   

The Attentional Blink in Developing Readers     

Gregor M. T. McLean  Geoffrey W. Stuart  Troy A. W. Visser  Anne Castles 《Scientific Studies of Reading》2013,17(4):334-357

The attentional blink refers to a reduction in accuracy that occurs when identifying the second of two targets presented within approximately 500 msec of each other. This research explored individual differences in the attentional blink in a sample of 86 children (aged 8–10) with normally developing reading skills. The attentional blink was examined in relation to general reading performance as well as specific orthographic and phonological reading subprocesses. No associations were evident between attentional blink duration and reading ability. However significant correlations did exist between each of the three reading measures and mean second target correct given first target correct (T2|T1) performance across all lags, with less skilled readers exhibiting inferior performance regardless of the temporal lag between first and second targets. Performance on a rapid naming task mediated some of the relationship between mean T2|T1 performance and reading, yet the association remained significant when this factor was accounted for.  相似文献   

Change agency as a way of promoting pedagogical development in academic communities: a longitudinal study     

Maria Clavert  Erika Löfström  Hannele Niemi  Anne Nevgi 《Teaching in Higher Education》2013,18(8):945-962

ABSTRACT

In the face of organizational transformations, academics are given a role as informal ‘change agents’ in their discipline-specific communities of practice (DCoP). Simultaneous participation in pedagogically oriented communities of practice (PCoP) enables them to promote pedagogical development through brokering at community interfaces. This empirical study explores academics’ experiences of acting as informal change agents at the interfaces of DCoP and PCoP during an organizational transition phase of three years. The longitudinal data were collected with interviews of 13 academics from the fields of science and technology. The findings reveal a variety of pedagogical development activities related to shared meanings, practices, identities, and ways of belonging. The activities are aligned with the organizational transition process and enabled by collegial support. The findings indicate that lack of supportive formal leadership may terminate the informal development activities. The resulting model of change agency provides a novel approach to pedagogical development in higher education.  相似文献   

Centering embodied learning in anti-oppressive pedagogy     

Anne E. Wagner  Riyad A. Shahjahan 《Teaching in Higher Education》2013,18(3):244-254

Academia has traditionally valued cognition and intellectual processes, eschewing the significance of other bodily domains involved in teaching, learning, and theorizing. Grounding the analysis in our experiences as diversely positioned academics, we argue that embodied teaching and theorizing provide a unique means of delivering material consistent with the aims of social justice education, while simultaneously challenging neoliberal paradigms. Acknowledging both students' and faculty members' discomfort and/or resistance to embodied approaches, this analysis contributes to discussions about critical approaches to dismantling neoliberalism and developing an alternative framework of understanding through which conventional paradigms of thought may be challenged.  相似文献   

Institutional change through cross‐functional collaboration     

Anne G. Scott  Susan Steele 《Tertiary Education and Management》2013,19(1):91-93

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Portuguese Public University Student Satisfaction: A stakeholder theory-based approach     

Mainardes  Emerson  Alves  Helena  Raposob  Mario 《Tertiary Education and Management》2013,19(4):353-374

This study reports on the steering of a self-access learning center in a Japanese university by its “middle management” committee over the first years of its operation. Middle management practice was informed by an ethnographic archive of various facets of center use, particularly concerning language policy and curriculum integration, issues about which the archive reveals considerable shifts in stakeholder views over time. It is argued that this evidence-based middle management style has been an effective, but sometimes limited, means in decision-making as it succeeds in placing research at the center of middle management activity, not at its periphery.  相似文献   

Getting personal about values: scaffolding student participation towards an inclusive classroom community     

Veronica Elizabeth Morcom  Judith Anne MacCallum 《International Journal of Inclusive Education》2013,17(12):1323-1334

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Growth and Development through the Arts     

Lesley Hendy MA  LGSM  Anne Evans MA  B.Ed 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):35-41

The Partnership between higher education (HE) tutors and teacher mentors in schools has the student teacher at its centre and the common focus is the development of the student teacher's classroom competence. We argue, in this paper, that the relationship between tutor and mentor should go beyond the student teacher and his or her competence; it needs to be rooted in a view of the subject and what the subject can offer young people. Thus, there is another way of defining mentoring partnership which brings together the HE tutor and the school mentor and which has the subject at its centre.

This paper has been jointly written by a tutor and a mentor. It focuses on one subject area — the Arts — and offers a view of the subject that has been developed over time by the tutor and the mentor, working through discussion of ideas and reflection on shared practice. It concludes with an example of the way that mentor, tutor and student teacher can work effectively together on learning — but on the basis of a shared understanding of the potential of their subject.  相似文献   

Exploring the salient experiences of pre‐service teacher candidates who were former volunteer tutors     

Tiffany L. Gallagher  Vera E. Woloshyn  Anne Elliott 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):129-146

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates identified pedagogical similarities between their tutoring experiences and teacher education programs. Other times, disparities between the classroom and tutorial instruction settings provoked some candidates to denounce the approaches of their teacher mentors during practica. We conclude by discussing the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.  相似文献