Motivational aspects of community support for school‐based comprehensive sexuality education     

Norman A. Constantine  Jana Kay Slater  Julie Carroll 《Sex education》2013,13(4):421-439

Various surveys have documented widespread support among US parents, students, teachers and health professionals for school‐based comprehensive sexuality education. In many school districts, however, the sexuality education provided is minimal, incomplete or fragmented, and essential topics are often omitted or inaccurately presented. To help explain the discrepancy between support and accomplishment, this study develops a set of theory‐based research hypotheses regarding the potential motivational roles of stakeholders' goals, emotions and personal agency belief patterns in explaining this lack of achievement. A series of exploratory interviews and focus groups with 36 California parents, adolescents and professionals was conducted. A modified grounded‐theory approach was used to guide the collection and analysis of qualitative data, and the development of a theoretical framework anchored in Martin Ford's motivational systems theory. This framework suggests the complexity of the interacting factors involved, and provides a basis for specific hypotheses for further research. Potentially important goals, emotions and personal agency belief patterns are identified and discussed.  相似文献   

Emergency Communication Challenges in Response to Hurricane Katrina: Lessons from the Centers for Disease Control and Prevention     

Marsha L. Vanderford  Teresa Nastoff  Jana L. Telfer  Sandra E. Bonzo 《Journal of Applied Communication Research》2013,41(1):9-25

In response to Hurricane Katrina's extensive destruction and related public health threats, the Centers for Disease Control and Prevention (CDC) deployed more than 1,000 staff to its emergency operations center and to affected areas. Among them were members of CDC's Emergency Communication System. This paper describes the strategies and tactics used by health communication specialists during the pre-event, response, and post-event stages to address a range of emergency communication exigencies. It highlights three difficult challenges for CDC communication specialists during Hurricane Katrina: rapid dissemination of health messages; adaptation of health messages for diverse audiences, locations, and circumstances; and phasing of key risk messages during the emergency response.  相似文献   

Didactic competencies of teachers from the learner’s viewpoint     

Milena Valenčič Zuljan  Cirila Peklaj  Sonja Pečjak  Melita Puklek  Jana Kalin 《Educational studies》2012,38(1):51-62

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role.  相似文献   

The Renewal of Case Studies in Science Education   总被引：2，自引：3，他引：2  

Stinner  Arthur  McMillan  Barbara A.  Metz  Don  Jilek  Jana M.  Klassen  Stephen 《Science & Education》2003,12(7):617-643

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Infant vocal-motor coordination: precursor to the gesture-speech system?     

Iverson JM  Fagan MK 《Child development》2004,75(4):1053-1066

This study was designed to provide a general picture of infant vocal-motor coordination and test predictions generated by Iverson and Thelen's (1999) model of the development of the gesture-speech system. Forty-seven 6- to 9-month-old infants were videotaped with a primary caregiver during rattle and toy play. Results indicated an age-related increase in frequency of vocal-motor coordination, greater coordination with arm (specifically right arm) than leg or torso movements, and a temporal pattern similar to that in adult gesture-speech coproductions. Rhythmic vocalizations (consonant-vowel repetitions) were more likely to occur with than without rhythmic movement, and with rhythmic manual than with nonmanual activity, and the rate of vocal-manual coordination was higher in babblers than in prebabblers.  相似文献   

The Relation Between Walking and Language in Infant Siblings of Children With Autism Spectrum Disorder     

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   

The sound of study: Student experiences of listening in the university soundscape     

Ernst D. Thoutenhoofd  Jana Knot-Dickscheit  Jana Rogge  Margriet van der Meer  Gisela Schulze  Gerold Jacobs 《Journal of Further & Higher Education》2016,40(6):804-823

The students from three universities (Groningen, Oldenburg and the University of Applied Sciences in Utrecht) were surveyed on the experience of hearing and listening in their studies. Included in the online survey were established questionnaires on hearing loss, tinnitus, hyperacusis, a subscale on psychosocial strain resulting from impaired hearing and a questionnaire about students’ perceptions of listening ease in study environments. Results from the 10,466 students who completed the survey (13% response rate) are highlighted, with particular attention to listening ease and measures proposed by students for improving it. The number of students having problems with hearing and listening transpires to be substantially larger when research is not constrained to students with a recognised hearing impairment, suggesting that listening is primarily a sociocultural performance and achievement rather than an artefact of physical attributes. One finding from our survey is that classroom practices could be more effective if study soundscapes are improved, while universities might exercise greater inclusive responsibility for study as a high quality sensory experience for the benefit of all students.  相似文献   

Comparing Multilevel and Classical Confirmatory Factor Analysis Parameterizations of Multirater Data: A Monte Carlo Simulation Study     

Esther Ulitzsch  Jana Holtmann  Martin Schultze  Michael Eid 《Structural equation modeling》2017,24(1):80-103

This simulation study assesses the statistical performance of two mathematically equivalent parameterizations for multitrait–multimethod data with interchangeable raters—a multilevel confirmatory factor analysis (CFA) and a classical CFA parameterization. The sample sizes of targets and raters, the factorial structure of the trait factors, and rater missingness are varied. The classical CFA approach yields a high proportion of improper solutions under conditions with small sample sizes and indicator-specific trait factors. In general, trait factor related parameters are more sensitive to bias than other types of parameters. For multilevel CFAs, there is a drastic bias in fit statistics under conditions with unidimensional trait factors on the between level, where root mean square error of approximation (RMSEA) and χ2 distributions reveal a downward bias, whereas the between standardized root mean square residual is biased upwards. In contrast, RMSEA and χ2 for classical CFA models are severely upwardly biased in conditions with a high number of raters and a small number of targets.  相似文献   

Do liberal arts colleges make students more liberal? Some initial evidence     

Jana M. Hanson  Dustin D. Weeden  Ernest T. Pascarella  Charles Blaich 《Higher Education》2012,64(3):355-369

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Assessment in the school systems of the Czech Republic     

Jana Strakova  Jaroslava Simonová 《Assessment in Education: Principles, Policy & Practice》2013,20(4):470-490

Student assessment in the Czech Republic is still rather traditional, with classroom practice continuing to focus on summative assessment. The country has regularly participated in international surveys, but the findings from these only started to influence educational policy during the past decade, when Czech students’ performance fell markedly in all assessment domains. The principal response has been to introduce standardised school-leaving examinations at different points in the primary and secondary school systems. The examinations have several widely acknowledged shortcomings, however, and in the meantime assessment for learning remains a neglected area. The improvement of evaluation and assessment practices in the Czech Republic is hindered by low levels of expertise among teachers, principals and policy-makers, and the private sector testing agencies that have become very active in the country suffer from the same weaknesses.  相似文献