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From a systematic search of educational, psychological, and sociological literature, 18 studies of 5,831 school-aged students on the correlation of home environment and learning in eight countries over a 19-year period were selected. Correlations (the units of analysis) of intelligence, motivation, and achievement with indexes of parent stimulation of the student in the home are considerably higher than those with indexes of socioeconomic status (SES); specifically the medians (and ranges) of 92 simple correlations of home environment and learning are .37 (and .02 to .82) and of 62 multipleregression-weighted composites are .44 (and .23 to .81). Jackknifed regression estimates indicate that gender and SES of the sample affect the sizes of the correlations and suggest priorities for future primary investigations. The analyses suggest that ability and achievement are more closely linked to the sociopsychological environment and intellectual stimulation in the home than they are to parental socioeconomic status indicators such as occupation and amount of education. 相似文献
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Fifth-grade children completed a positive- and negative-peer nomination technique during the last week of school and were subsequently assigned to peer status groups of Average, Controversial, Neglected, Popular, Rejected, and Other. Following summer vacation and return to school, 45 of the subjects (now sixth graders) were individually interviewed to assess their reactions to the sociometric procedures. As many as one third of the subjects indicated that they had discussed the measures with their peers, in spite of directions not to do so. Subjects liked participating in the sociometric procedures, although they liked the negative nomination technique significantly less than any of the other measures. Comments about the nomination techniques were analyzed by peer status group; no evidence of reactions indicative of harm was revealed. Directions for future research are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
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Sociometric research has been plagued by low consent rates that potentially decrease the validity of assessment results. This study focused on ways to increase consent rates and documentation of guardians' reasons for nonconsent. A planned sequence of increasingly more personalized communication steps with parents yielded a 92% consent rate. Reasons for nonconsent ranged from children telling their parents that they did not want to participate to not having enough information about the research to make an informed decision. Discussion focuses on strategies that may increase guardian support for children's involvement in educational research. 相似文献
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Kathleen M. Iverson Deborah L. Colky Vincent L. Cyboran 《Performance Improvement Quarterly》2005,18(4):5-18
ABSTRACT Outcomes and mediators of differences in online and traditional course delivery were tested with a sample of 112 graduate students who completed an introductory course in training and development. Specifically, the individual learner characteristics of self‐efficacy, motivation, goal orientation, and meta‐cognition and their effects on success through online delivery were examined. The study also addressed three outcomes: trainees' reactions to that program, their learning, and subsequent planned changes in job behavior. The findings indicate that online learners have significantly more positive reaction levels of enjoyment and utility and significantly stronger intent to transfer their learning. Online students find the coursework more difficult, but there was no significant difference in learning based on delivery mode. Implications for both managers and educators involved in online learning are discussed. 相似文献
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Kathleen M. Iverson 《Performance Improvement》2009,48(7):20-25
This article presents a conceptual framework for the writing process to facilitate motivation, learning, retention, and knowledge transfer in readers of expository material. Drawing from four well‐developed bodies of knowledge—cognitive science, learning theory, technical communication, and creative writing—the author creates a model that allows developers of performance and educational content to facilitate learning by addressing such principles as engagement, connection, metacognition, learning, and practice. 相似文献
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Knowing is an enacted, communicated process that is difficult to observe, let alone manage, in organizations. Communities of practice (CoPs) offer a productive solution for improving knowledge and knowledge management, but the communicative processes that enact CoPs have not been explored, leaving CoPs as an organizational black box. This research extends CoP theory as a means to determine the presence of a CoP and distinguish between various CoPs, and as a practical means to evaluate the communicative processes of organizational knowledge. CoPs enact the communicative nature of knowing through the elements of mutual engagement, negotiation of a joint enterprise, and shared repertoire. Specifically, two groups of volunteers are examined through a combination of participation, observation, and interviews in order to explore CoP theory as a dynamic system for examining and evaluating organizational knowledge. 相似文献
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Kelsey L. West Nina B. Leezenbaum Jessie B. Northrup Jana M. Iverson 《Child development》2019,90(3):e356-e372
In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset. 相似文献