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Statistical reform in school psychology research is discussed in terms of research designs, measurement issues, statistical modeling and analysis procedures, interpretation and reporting of statistical results, and finally statistics education. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 543–549, 2007. 相似文献
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Raji Swaminathan Thalia M. Mulvihill 《International journal of qualitative studies in education》2013,26(8):982-997
AbstractThe purpose of this paper is to further examine ‘place-reflexivity’ as a methodological tool for engaging in site-seeing in qualitative research. Qualitative research often involves a site or field. Yet, the ‘where’ of qualitative research has often been overlooked in methodological discussions. This approach is akin to sightseeing where sites are a backdrop rather than foregrounded. We draw on scholarship that conceptualizes site, place, field, and context from sociological, geographical and anthropological disciplines, as well as on concepts of third space as they apply to qualitative inquiry. We offer an argument for the fuller inclusion, and expanded treatment of sites including tools to assist qualitative researchers with this type of thinking. 相似文献
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Mina Swaminathan 《International Journal of Early Years Education》1996,4(2):41-56
The history of Early Childhood Education in India dates from the 1890s, though growth remained restricted till independence. In 1953, the Government began to play a larger role, promoting through voluntary effort, kindergartens (balwadis) in rural areas. The first large training effort was the Bal Sevika (child care worker) scheme launched in 1969 by the Indian Council of Child Welfare.
The second big breakthrough came with the Integrated Child Development Services in 1974, the world's largest intervention aimed at the most vulnerable children in urban slums, rural areas and tribal communities. Presently over 10 million children aged 0–6 years receive a package of six services in 400,000 centres, throughout the country.
There are also a number of small‐scale innovative programmes which reflect not only the geographic, cultural and occupational diversity of the country, but also represent a diversity of auspices ‐‐‐ from statutory provision in industrial units to community‐based initiatives, educational institutions, charitable trusts, women's organisations, trade unions, denominational groups, commercial ventures and nonprofit organisations, as well as variety in the nature and quality of services offered.
While the ICDS is characterised by its vast outreach, explicit targetting and integrated approach with emphasis on child survival and health, the small innovative programmes are known for flexibility, sensitivity and responsiveness to local need, emphasis on quality, cultural relevance and low‐cost approaches, experimentation in programme content and a strong component of community participation. 相似文献
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Brian E. Clauser Ronald J. Nungester Hariharan Swaminathan 《Journal of Educational Measurement》1996,33(4):453-464
When tests are designed to measure dimensionally complex material, DIF analysis with matching based on the total test score may be inappropriate. Previous research has demonstrated that matching can be improved by using multiple internal or both internal and external measures to more completely account for the latent ability space. The present article extends this line of research by examining the potential to improve matching by conditioning simultaneously on test score and a categorical variable representing the educational background of the examinees. The responses of male and female examinees from a test of medical competence were analyzed using a logistic regression procedure. Results show a substantial reduction in the number of items identified as displaying significant DIF when conditioning is based on total test score and a variable representing educational background as opposed to total test score only. 相似文献
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Sindhia Swaminathan Stephanie W. Byrd Christine M. Humphrey MaryFran Heinsch Monica J. Mitchell 《Early Childhood Education Journal》2014,42(4):261-269
The current project examined school readiness outcomes of children participating in a preschool professional development initiative, Winning Beginnings Learning Circles, which focused on school readiness and teacher professional development. Children were assessed on knowledge and understanding of school readiness concepts in the fall and spring of each school year, and outcomes were reported back to preschool staff to be incorporated into teaching strategies. Preschool teachers and administrators attended monthly professional development seminars that consisted of workshops in child development and social-emotional health, parent engagement, and use of data as evidence-based best practices. Preschool assessment data from the first 2 years of the project showed significant increases in average scores from pre- to post-assessment on school readiness, self/social awareness, and quantity subtests. Kindergarten assessment data indicated that children who remained in the project for at least one full year outperformed comparable peers and the average for the school district they attended as kindergartners. The results highlight the potential of professional development programs and the importance of teacher quality in promoting positive outcomes for preschool children. 相似文献
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N. Maithili Karpaga Selvi M. G. Sridhar R. P. Swaminathan R. Sripradha 《Indian journal of clinical biochemistry : IJCB》2015,30(2):180-186
It is known that there is a significant interplay of insulin resistance, oxidative stress, dyslipidemia, and inflammation in type 2 diabetes mellitus (T2DM). The study was undertaken to investigate the effect of turmeric as an adjuvant to anti-diabetic therapy. Sixty diabetic subjects on metformin therapy were recruited and randomized into two groups (30 each). Group I received standard metformin treatment while group II was on standard metformin therapy with turmeric (2 g) supplements for 4 weeks. The biochemical parameters were assessed at the time of recruitment for study and after 4 weeks of treatment. Turmeric supplementation in metformin treated type 2 diabetic patient significantly decreased fasting glucose (95 ± 11.4 mg/dl, P < 0.001) and HbA1c levels (7.4 ± 0.9 %, P < 0.05). Turmeric administered group showed reduction in lipid peroxidation, MDA (0.51 ± 0.11 µmol/l, P < 0.05) and enhanced total antioxidant status (511 ± 70 µmol/l, P < 0.05). Turmeric also exhibited beneficial effects on dyslipidemia LDL cholesterol (113.2 ± 15.3 mg/dl, P < 0.01), non HDL cholesterol (138.3 ± 12.1 mg/dl, P < 0.05) and LDL/HDL ratio (3.01 ± 0.61, P < 0.01) and reduced inflammatory marker, hsCRP (3.4 ± 2.0 mg/dl, P < 0.05). Turmeric supplementation as an adjuvant to T2DM on metformin treatment had a beneficial effect on blood glucose, oxidative stress and inflammation. 相似文献
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Raji Swaminathan 《Equity & Excellence in Education》2013,46(2):134-143
This study draws on interviews with community supervisors partnered with high school students and presents their perspectives on service-learning and youth. The results show that there was a hidden curriculum being played out at community sites that was in part facilitated by community agency supervisors who actively engaged in mediating, mentoring, and structuring the service-learning experiences of students. Agency supervisors' decisions about the curricular experiences of students had a significant impact on the social justice aims and intentions of the projects designed by the teachers. Consequently, it is crucial for schools and teachers to take into consideration the community supervisors' perspectives and interpretations of social justice and invite them into a collaborative partnership throughout the process of structuring service-learning experiences. 相似文献