Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children     

Blachman  Benita A.  Tangel  Darlene M.  Ball  Eileen Wynne  Black  Rochella  McGraw  Collen K. 《Reading and writing》1999,11(3):239-273

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.  相似文献   

“I'm just not that great at science”: Science self-efficacy in arts and communication students     

Eileen McBride  W. Wyatt Oswald  Lindsey A. Beck  Amy Vashlishan Murray 《科学教学研究杂志》2020,57(4):597-622

Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment.  相似文献   

Adopting a toolkit to manage time,resources, and expectations in the systematic review process: a case report     

Q. Eileen Wafford  Linda C. O'Dwyer 《Journal of the Medical Library Association》2021,109(4):637

Background:The proliferation of systematic reviews has impacted library operations and activities as librarians support, collaborate, and perform more tasks in the systematic review process. This case report describes a toolkit that librarians with extensive experience in supporting multiple review teams use to manage time, resources, and expectations in the systematic review process.Case Presentation:The toolkit is a compilation of documents that we use to effectively communicate with and help review teams understand and navigate each stage of the systematic review process. Elements included in the toolkit and discussed in this case report are intake forms, communication templates and memoranda, a process flow diagram, library guides on tools for retrieval and data appraisal, and established standards for guidance during the write-up stage. We describe the use of the toolkit for both education and project management, with a focus on its use in helping manage team time, resources, and expectations.Discussion:The systematic review toolkit helps librarians connect systematic review steps and tasks to actionable items. The content facilitates and supports discussion and learning by both librarians and team members. This toolkit helps librarians share important information and resources for each stage of the process.  相似文献   

Black high school females' images of the scientist: Expression of culture     

Eileen Carlton Parsons 《科学教学研究杂志》1997,34(7):745-768

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Induction of newly qualified teachers in New Zealand     

Eileen Piggot-Irvine  Helen Aitken  Jenny Ritchie  P. Bruce Ferguson  Fiona McGrath 《Asia-Pacific Journal of Teacher Education》2009,37(2):175-198

In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.  相似文献   

Productive pedagogies: A redefined methodology for analysing quality teacher practice   总被引：1，自引：0，他引：1  

Martin Mills  Merrilyn Goos  Amanda Keddie  Eileen Honan  Donna Pendergast  Rob Gilbert  Kim Nichols  Peter Renshaw  Tony Wright 《The Australian Educational Researcher》2009,36(3):67-87

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Attachment Styles,Social Skills,and Depression in College Women     

Eileen L. Cooley  Amy Van Buren  Steven P. Cole 《Journal of College Counseling》2010,13(1):50-62

Attachment styles, social skills, and depression were studied in 93 college women using the Relationship Questionnaire (K. Bartholomew & L. M. Horowitz, 1991), the Beck Depression Inventory‐II (A.T. Beck, R.A. Steer, & G. K. Brown, 1996), and the Interpersonal Competence Questionnaire (D. Buhrmester, W. Furman, M.T. Wittenberg, & H.T. Reis, 1988). The self and other attachment models and the social skills of negative assertion, self‐disclosure, and conflict management all correlated with depression. Conflict management partially mediated the relationship between attachment self‐model and depression. Implications for counseling are discussed.  相似文献   

A comparison of accelerometry analysis methods for physical activity in older adult women and associations with health outcomes over time     

Katie J. Thralls  Suneeta Godbole  Todd M. Manini  Eileen Johnson  Loki Natarajan  Jacqueline Kerr 《Journal of sports sciences》2013,31(20):2309-2317

ABSTRACT

This study compared five different methods for analyzing accelerometer-measured physical activity (PA) in older adults and assessed the relationship between changes in PA and changes in physical function and depressive symptoms for each method. Older adult females (N = 144, M_age = 83.3 ± 6.4yrs) wore hip accelerometers for six days and completed measures of physical function and depressive symptoms at baseline and six months. Accelerometry data were processed by five methods to estimate PA: 1041 vertical axis cut-point, 15-second vector magnitude (VM) cut-point, 1-second VM algorithm (Activity Index (AI)), machine learned walking algorithm, and individualized cut-point derived from a 400-meter walk. Generalized estimating equations compared PA minutes across methods and showed significant differences between some methods but not others; methods estimated 6-month changes in PA ranging from 4 minutes to over 20 minutes. Linear mixed models for each method tested associations between changes in PA and health. All methods, except the individualized cut-point, had a significant relationship between change in PA and improved physical function and depressive symptoms. This study is among the first to compare accelerometry processing methods and their relationship to health. It is important to recognize the differences in PA estimates and relationship to health outcomes based on data processing method.

Abbreviation: Machine Learning (ML); Short Physical Performance Battery (SPPB); Center of Epidemiologic Studies Depression Scale (CES-D); Physical Activity (PA); Activity Index (AI); Activities of Daily Living (ADL)  相似文献   

Effect of Strenuous Physical Activity upon Reaction Time     

Carlton R. Meyers  William Zimmerli  S. David Farr  Norbert A. Baschnagel 《Research quarterly for exercise and sport》2013,84(2):332-337

Abstract

This study was concerned with the effect of bench-stepping in the Harvard Step Test upon finger and foot reaction time and, secondarily, with ascertaining the relationship, if any, between these reaction times and scores on the Harvard Step Test. The subjects were university freshman males. Reaction times were taken before, immediately after, and four minutes after the stepping exercise for 80 subjects. Thirty-six subjects served as controls, involving the reaction times and pulse counts at the prescribed intervals but without exercise. The findings failed to divulge any discernible effect of stepping exercise upon reaction time, or any apparent relationship between reaction time and the sum of the recovery pulse counts following the exercise. In view of these findings it is suggested that study be directed to two related aspects — the effect of exercise to exhaustion on reaction time, and the effect of strenuous and exhaustive exercise upon speed of movement.  相似文献   

Needs of Pupils in Relation to Athletic Competition at the Junior High School Level     

Carlton R. Meyers  Fred W. Ohnmacht 《Research quarterly for exercise and sport》2013,84(4):521-524

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