The untold story of NASA’s trailblazers     

Caitlin M. Casey 《Resonance》2017,22(3):317-318

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A Review of: “Challenging and Supporting the First-Year Students: A Handbook for Improving the First Year of College”     

Reviewed by Patricia L. Farrell Visiting Assistant Professor 《Community College Journal of Research & Practice》2013,37(9):751-753

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Exercise Heart Rate as a Predictor of Running Performance     

Peter A. Farrell  Jack H. Wilmore  Edward F. Coyle 《Research quarterly for exercise and sport》2013,84(2):417-421

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Racial Awareness in Kindergarten Children: A Decade of Progress?     

James Olson  Richard Larson  Walter Farrell  Craig Richards 《Equity & Excellence in Education》2013,46(1-4):98-100

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Primary English Teaching: An Introduction to Language,Literacy and Learning Robyn Cox (Ed). (2011) London: Sage/UKLA. ISBN: 978-1849201964, 176 pp., £19.99 pb     

Maureen A. Farrell 《Literacy》2014,48(3):164-165

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Improving High School–College Alignment: A Sociological Reform and New Challenges     

Jiffy Lansing  Caitlin Ahearn  Christine Mokher  Lou Jacobson 《The Educational forum》2017,81(3):267-280

This paper analyzes teacher responses to a distinctive reform that sought to ­implement alignment between high schools and colleges. A survey of 225 teachers is used to examine teachers’ perceptions of the reform’s effectiveness, further resources needed, and how perceptions changed over time. The reform was perceived as effective for college-bound students, but not for non-college-bound students, magnifying the discrepant needs of these groups. Steps to improve the program are suggested.  相似文献   

Examining the Relationship Between Technological Pedagogical Content Knowledge (TPACK) and Student Achievement Utilizing the Florida Value-Added Model     

Ivan K. Farrell  Kastro M. Hamed 《Journal of Research on Technology in Education》2017,49(3-4):161-181

Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service teachers and student achievement measured with each individual teacher's Value-Added Model (VAM) score. The TPACK survey results and a teacher's VAM score were also examined, separately, with respect to teacher attributes. Upon examination of VAM scores and teacher attributes, the subject area, the percentage of economically disadvantaged students at the teacher's school, and the grade level of the teacher were all significantly related to VAM scores. In addition, the TPACK survey results overall and its constructs were examined with teacher attributes. The significant relationships were gender, subject area, the number of certifications, highest degree held by the teacher, years teaching, and teaching in/out of area. The analysis showed no significant relationship between a teacher's VAM score and the TPACK survey overall or its individual constructs.  相似文献   

Nonword repetition with spectrally reduced speech: some developmental and clinical findings from pediatric cochlear implantation     

Burkholder-Juhasz RA  Levi SV  Dillon CM  Pisoni DB 《Journal of deaf studies and deaf education》2007,12(4):472-485

Nonword repetition skills were examined in 24 pediatric cochlear implant (CI) users and 18 normal-hearing (NH) adult listeners listening through a CI simulator. Two separate groups of NH adult listeners assigned accuracy ratings to the nonword responses of the pediatric CI users and the NH adult speakers. Overall, the nonword repetitions of children using CIs were rated as more accurate than the nonword repetitions of the adults. The nonword repetition accuracy ratings from both groups of subjects were correlated with open- and closed-set word recognition scores and forward digit spans. Only the perceptual accuracy scores from pediatric CI users were correlated with measures of speech production accuracy. These results suggest that although the pediatric CI users had more experience and success in perceiving speech under degraded auditory conditions, developmental differences in their memory skills prevent them from performing as well on working memory tasks as mature listeners.  相似文献   

Using Narrative Therapy to Assist College‐Age Latino Immigrants     

Isabel C. Farrell  Melinda M. Gibbons 《Journal of College Counseling》2019,22(1):83-96

Latinos represent a large percentage of the immigrant population currently entering the United States. These immigrants may face mental health issues related to their immigration and acculturation experiences, leading to a need for counseling. The authors introduce narrative therapy as an appropriate treatment modality for college‐age Latino students.  相似文献   

Child adaptational development in contexts of interparental conflict over time     

Davies PT  Sturge-Apple ML  Winter MA  Cummings EM  Farrell D 《Child development》2006,77(1):218-233

This multi-method study sought to identify parameters of developmental change and stability of child reaction patterns to interparental conflict in the context of family relations in a sample of 223 6-year-old children and their parents followed over the course of one year. Consistent with the sensitization hypothesis, interparental withdrawal and hostility each consistently and uniquely predicted child distress reactions to conflict even after analytically controlling for parental warmth. Associations were found across multiple domains of child responding (i.e., overt negative affect, subjective negative affect, internal representations) and both concurrent and prospective, autoregressive analyses. Results of the autoregressive path analyses indicated moderate stability in each of the domains of conflict reactivity over the 1-year longitudinal period.  相似文献