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   

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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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   

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   

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   

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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Beyond ‘migrant background’: how to select relevant,social justice oriented,and feasible social categories in educational research     

Vietze  Jana  Schwarzenthal  Miriam  Moffitt  Ursula  Civitillo  Sauro 《European Journal of Psychology of Education - EJPE》2023,38(1):389-408

European Journal of Psychology of Education - Across continental Europe, educational research samples are often divided by ‘migrant background’, a binary variable criticized for masking...  相似文献   

How the existence of special schools affects the placement of students with special needs in inclusive primary schools     

Nikola Ebenbeck  Jakob Rieser  Jana Jungjohann  Markus Gebhardt 《Journal of Research in Special Educational Needs》2022,22(3):274-287

Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = −0.14) and the density of special schools in a district (β = −0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self-preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons.  相似文献   

Comparison of Individual Criteria and Externally Imposed Criteria for Stage Allocation: Findings from an Internet Study Addressing Physical Activity     

Jana Richert  Sonia Lippke  Ralf Schwarzer 《Measurement in physical education and exercise science》2013,17(4):225-240

Stage-matched interventions can only be more effective than “one-size-fits-all” interventions if they target participants' specific needs. Therefore, individuals must be allocated to a stage that truly reflects their mindsets. Various criteria for stage allocation exist. This study's objective was to demonstrate the impact of different classification criteria on stage allocation, and which criterion yields the best reflection of individuals' mindsets. The sample consists of 569 internet users. Physical activity, intention to change, and four stages of change (Non-Intender, Intender, Maintaining Actor, and Changing Actor) were assessed. Staging was based on two criteria: individual criteria and externally imposed criteria (30 min of physical activity on at least 4 days of the week). Hypotheses were tested by multivariate analyses and validity tests. As predicted, the different criteria affected stage allocation, and staging based on the individual criterion seemed to reflect individuals' intention to change and behavior better than staging based on the external standard.  相似文献