Teacher induction,identity, and pedagogy: hearing the voices of mature early career teachers from an industry background     

Annette Green 《Asia-Pacific Journal of Teacher Education》2015,43(1):49-60

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Accuracy of a screening instrument to identify potential child abuse in emergency departments     

Eveline C.F.M. Louwers  Ida J. Korfage  Marjo J. Affourtit  Madelon Ruige  Annette P.M. van den Elzen  Harry J. de Koning  Henriëtte A. Moll 《Child abuse & neglect》2014

Although screening for child abuse at emergency departments (EDs) increases the detection rate of potential child abuse, an accurate instrument is lacking. This study was designed to measure the accuracy of a screening instrument for detection of potential child abuse used in EDs. In a prospective cohort study at three Dutch EDs, a 6-item screening instrument for child abuse, Escape, was completed for each child visiting the ED. The data from the completed Escape instrument was used to calculate sensitivity, specificity, and the positive/negative predictive value per item. The clinical notes and conclusions of the screen instruments of all potentially abused children reported to the hospitals’ Child Abuse Teams were collected and reviewed by an expert panel. A logistic regression model was used to evaluate the predictors of potential abuse. Completed Escape instruments were available for 18,275 ED visits. Forty-four of the 420 children with a positive screening result, and 11 of the 17,855 children with a negative result were identified as potentially abused. Sensitivity of the Escape instrument was 0.80 and specificity was 0.98. Univariate logistic regression showed that potentially abused children were significantly more likely to have had an aberrant answer to at least one of the items, OR = 189.8, 95% CI [97.3, 370.4]. Most of the children at high risk for child abuse were detected through screening. The Escape instrument is a useful tool for ED staff to support the identification of those at high risk for child abuse.  相似文献   

Erfassung von Schülerselbsteinschätzungen zum schulbezogenen Sozial- und Lernverhalten – Validierung der Schülereinschätzliste für Sozial- und Lernverhalten (SSL)     

Annette Lohbeck  Dr. Dennis Nitkowski  Prof. Dr. Franz Petermann  Prof. Dr. Ulrike Petermann 《Zeitschrift für Erziehungswissenschaft》2014,17(4):701-722

The Self-Report Checklist for Social and Learning Behaviour (SSL) is a student questionnaire comparable to the Teacher Report Checklist for Social and Learning Behaviour. The SSL assesses ten facets of social and learning behaviour using self-reports by students. The present study of 1267 students aged 9 to 19 years examines the factorial structure, psychometric properties and validity of this questionnaire. The reliabilities (Cronbach’s Alpha, retest) of all ten scales were sufficiently good and the postulated factorial structure was found in exploratory as well as in confirmatory factor analysis. Correlations of SSL-scales with scales of the Differencial Aggression Questionnaire and the Strengths and Difficulties Questionnaire as well as with grades in German and mathematics indicated mainly convergent and divergent validity. Furthermore, positive correlations were found to corresponding teacher ratings.  相似文献   

The seductive details effect in technology‐delivered instruction     

Annette Towler  Kurt Kraiger  Traci Sitzmann  Courtney Van Overberghe  Jaime Cruz  Eyal Ronen  David Stewart 《Performance Improvement Quarterly》2008,21(2):65-86

Seductive details are highly interesting information tangential to course objectives. The inclusion of seductive details generally harms performance on recall tests, but few studies have used multimedia training or investigated effects on performance on recognition tests or transfer tasks. We conducted two studies using computer‐based training, instructing college students to use either Excel or Word mail merge. Contrary to most prior results, we found no negative effect for seductive details on recognition tests, and we found a facilitative effect on transfer performance. We discuss implications for theories of learning and transfer, and practical implications for instructional design and delivery.  相似文献   

Editorial     

Heinz-Hermann Krüger  Thomas Rauschenbach  Annette Scheunpflug 《Zeitschrift für Erziehungswissenschaft》2010,13(2):193-194

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Changing school culture： From deficiencies to strengths An intervention study about school culture     

Horst Zeinz Annette Scheunpflug 《美中教育评论》2010,(1):32-37

This research project focuses on the question： Which effects do teachers＇ attitudes have on students＇ academic self-concept and students＇ competences？ The study is informed by the theoretical perspective that competences and individual skills can be improved especially when students and teachers are confident about the possibility of change of these variables and when teachers make this explicit as a central theme. In our intervention study, we investigate whether a change in the teaching and learning setting （moving from a focus on deficits to a focus on strengths） is able to enhance students＇ academic self-concept and students＇ competences, even across domains.  相似文献   

Order of operations: On convention and met-before acronyms     

Rina Zazkis  Annette Rouleau 《Educational Studies in Mathematics》2018,97(2):143-162

In our exploration of the order of operations we focus on the following claim: “In the conventional order of operations, division should be performed before multiplication.” This initially surprising claim is based on the acronym BEDMAS, a popular mnemonic used in Canada to assist students in remembering the order of operations. The claim was voiced by a teacher and then presented for consideration to a class of prospective elementary school teachers. We investigate the participants’ understanding of the order of operations, focusing on the operations of multiplication and division. We report on participants’ ways of resolving a cognitive conflict faced as a result of relying on memorized mnemonics.  相似文献   

The promise of quality: Using evaluation to improve the client-supplier relationship     

Annette M. Veech 《Performance Improvement》1991,30(7):22-23

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Three recommended inclusive language guidelines for scholarly publishing: Words matter     

Sabrina J. Ashwell  Patricia K. Baskin  Stacy L. Christiansen  Sara A. DiBari  Annette Flanagin  Tracy Frey  Racquel Jemison  Mia Ricci 《Learned Publishing》2023,36(1):94-99

• Inclusive language will make scholarly publishing more accurate and more respectful, and it has the potential to help authors reach a wider audience.
• JAMA and the JAMA Network journals, the American Chemical Society and the Coalition for Diversity and Inclusion in Scholarly Communications have free guides on inclusive language, formatting and images.
• The guides provide principles and rationale, as well as examples of preferred language, in order to equip people with knowledge to choose the most inclusive words even as terminology preferences change.

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