Effects of honours programme participation in higher education: a propensity score matching approach     

Ada Kool  Tim Mainhard  Debbie Jaarsma  Peter van Beukelen  Mieke Brekelmans 《高等教育研究与发展》2017,36(6):1222-1236

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students’ ability, motivation, creativity and academic achievement. Students’ self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students’ gender and study grades were used to match undergraduate honours students to non-honours students (N?=?94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula.  相似文献   

Perception and use of reinforcement by special education teachers          下载免费PDF全文

Terence M. Dovey  Rebecca Francis  Shevon Corbett  Bridget Dibb 《Journal of Research in Special Educational Needs》2017,17(4):282-293

This study aimed to investigate whether special education teachers shared similar difficulties in their understanding of reward and punishment as their mainstream peers. Thirty‐five teachers working in six special education needs schools took part in a mixed methods study to explore their use and understanding of reinforcement principles. The purpose of the mixed methods approach was to triangulate the teachers use and perceived use of different reinforcement strategies within the classroom. Teachers’ had a good grasp of positive reward‐based strategies, but their understanding of the other three types of reinforcement (negative reward, punishment and penalty) was less accurate. There was a clear aversion amongst the sample to discuss punishment with many stating that they do not use it, which contrasted with the observations. Structured continued professional development interventions are required to rectify the discrepancies between belief and evidence.  相似文献   

What helps and hinders indigenous student success in higher education health programmes: a qualitative study using the Critical Incident Technique     

Elana Curtis  Erena Wikaire  Bridget Kool  Michelle Honey  Fiona Kelly  Phillippa Poole 《高等教育研究与发展》2015,34(3):486-500

Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. Tātou Tātou is a qualitative research project utilising Kaupapa Ma¯ori research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder Ma¯ori student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67% helping and 33% hindering Ma¯ori student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: Māori student support services, undergraduate programme, and Ma¯ori student whanaungatanga. Academic success for indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.  相似文献   

Is the physical availability of alcohol and illicit drugs related to neighborhood rates of child maltreatment?     

Freisthler B  Needell B  Gruenewald PJ 《Child abuse & neglect》2005,29(9):1049-1060

OBJECTIVE: This study examines how the availability of alcohol and illicit drugs (as measured by alcohol outlet density and police incidents of drug sales and possessions) is related to neighborhood rates of child abuse and neglect, controlling for other neighborhood demographic characteristics. METHOD: Data from substantiated reports of child abuse and neglect in 304 block groups in a northern California city were analyzed using spatial regression techniques. RESULTS: This study found that higher concentration of bars (B=6.66, p<.05) and higher numbers of incidents of drug possession (B=.53, p<.001) were positively related to rates of child maltreatment in neighborhoods when controlling for neighborhood demographic characteristics. Thus, areas with more bars and drug possession incidents per 1000 population have higher rates of child maltreatment. CONCLUSIONS: The presence of more bars per population may represent a lack of resources available to residents, may increase the stress on neighborhoods by "attracting" populations prone to participating in dangerous activities, or increase the frequency of alcohol use that then leads to maltreatment. Areas with more drug possession incidents may also contribute to the overall level of neighborhood stress and disorganization or act as a marker for drug use that leads to maltreatment. These results suggest that the neighborhood substance availability may deserve special attention when developing preventive interventions to reduce child abuse and neglect in neighborhood areas.  相似文献   

Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice   总被引：2，自引：0，他引：2  

Cathy Lewin  Bridget Somekh  Stephen Steadman 《Education and Information Technologies》2008,13(4):291-303

This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard (IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations, together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number of possible interactions to best aid pupils’ learning. The IWB’s use becomes embedded in their pedagogy as a mediating artefact for their interactions with their pupils, and pupils’ interactions with one another, and this is when changes in pedagogic practice become apparent.  相似文献   

Integrated Reference à la Carte: Evaluating,Selecting, and Implementing the Best Features for your Library     

Bridget Farrell  Kasia Leousis 《图书馆管理杂志》2017,57(5):548-562

Integrated reference systems, such as SpringShare's LibAnswers, operate on a single, easy-to-use platform for providing virtual reference services and recording transactions. This article discusses the evidence-based decision-making carried out by librarians at Auburn University's main library and a branch library when deciding which aspects of the LibAnswers platform to incorporate at the two separate locations. Evaluating, selecting, and implementing appropriate components of LibAnswers resulted in complementary but separate systems that met the needs of both patrons and staff. This article adds to the body of literature on integrated reference systems by expanding the focus to include a branch library and its unique considerations and reasons for implementing LibAnswers.  相似文献   

Expressions of concern and their uses     

Bridget M. NOONAN  Debra PARRISH 《Learned Publishing》2008,21(3):209-213

The rights and responsibilities of journal editors, when allegations of research misconduct are made, are still evolving. One of the issues that editors must consider is whether and how to communicate with their readership after notice that an allegation of research misconduct has been made about a published article. On receiving such notice, some editors have issued an ‘expression of concern’ to inform their readers of a potential problem. This article provides an analysis of the 16 expressions of concern that have been issued, how and when they were issued, and what happened next. Although this tool is relatively new, editors should consider it as part of their armament for ensuring the integrity of the research record during the sometimes lengthy period that misconduct investigations can take, and should develop policies regarding its use.  相似文献   

Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness     

Robert Pianta  Bridget Hamre  Jason Downer  Margaret Burchinal  Amanda Williford  Jennifer LoCasale-Crouch 《Early education and development》2017,28(8):956-975

Research Findings: Effects on children’s school readiness were evaluated for 2 interventions focused on improving teacher–student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year. Children’s language behavior was observed during the coaching year: Coaching and the course each had positive impacts on children’s multiword language behavior. Treatment impacts on directly assessed literacy, language, and self-regulation skills were evaluated within an intent-to-treat framework for children taught by the participating teachers in the coaching and postcoaching years. Children demonstrated higher levels of inhibitory control in direct assessments when their teacher had received coaching the prior year. Teachers who received both coursework and coaching reported in the postcoaching year that children in their classrooms demonstrated greater levels of behavioral control. Treatment effects did not differ as a consequence of child, classroom, or program characteristics, and there were no significant effects on directly assessed literacy or language skills. Practice or Policy: Results suggest modest benefits for children’s language behavior and self-regulation for intervention(s) that improve the quality of teacher–child interaction.  相似文献   

Graded hypoxia and blood oxidative stress during exercise recovery     

Bridget Peters  Christopher Ballmann  Graham Mcginnis  Erin Epstein  Hayden Hyatt  Dustin Slivka 《Journal of sports sciences》2016,34(1):56-66

Altitude exposure and exercise elicit oxidative stress in blood; however, exercise recovery at 5000 m attenuates oxidative stress. The purpose was to determine the altitude threshold at which blood oxidative stress is blunted during exercise recovery. Twelve males 18–28 years performed four-cycle ergometry bouts (60 min, 70% VO_2max, at 975 m). In a randomised counterbalanced crossover design, participants recovered 6 h at 0, 1667, 3333 and 5000 m in a normobaric hypoxia chamber (recovery altitudes were simulated by using a computerised system in an environmental chamber by lowering the partial pressure of oxygen to match that of the respective altitude). Oxygen saturation was monitored throughout exercise recovery. Blood samples obtained pre-, post-, 1 h post- and 5 h post-exercise were assayed for ferric-reducing antioxidant plasma, Trolox equivalent antioxidant capacity, uric acid, lipid hydroperoxides and protein carbonyls. Muscle biopsies obtained pre and 6 h were analysed by real-time polymerase chain reaction to quantify expression of hemeoxgenase 1, superoxide dismutase 2 and nuclear factor (euthyroid-derived 2)-like factor. Pulse oximetry data were similar during exercise, but decreased for the three highest recovery elevations (0 m = 0%, 1667 m = ?3%; 3333 m = ?7%; 5000 m = ?17%). A time-dependent oxidative stress occurred following exercise for all variables, but the two highest recovery altitudes partially attenuated the lipid hydroperoxide response (0 m = +135%, 1667 m = +251%, 3333 m = +99%; 5000 m = +108%). Data may indicate an altitude threshold between 1667 and 3333 m, above which the oxidative stress response is blunted during exercise recovery.  相似文献   

Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis     

Peters-Burton  Erin E.  Parrish  Jennifer C.  Mulvey  Bridget K. 《Science & Education》2019,28(9-10):1027-1053

Science & Education - An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have...  相似文献