Annual Index Volume 8     

Alison Scope  Janet Empson  Sue McHale  Dabie Nabuzoka 《Emotional and Behavioural Difficulties》2013,18(4):319-320

The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity.  相似文献   

Improving sexual health for young people: making sexuality education a priority     

Janet Helmer  Kate Senior  Belinda Davison  Andrew Vodic 《Sex education》2013,13(2):158-171

How well do young people understand their developing sexuality and what this means? This paper reports on findings from the Our Lives: Culture, Context and Risk project, which investigated sexual behaviour and decision-making in the context of the everyday life experience and aspirations of Indigenous and non-Indigenous young people (16–25 years) in the Northern Territory, Western Australia and in South Australia. Using qualitative data, this paper focuses on what participating young people thought was necessary to improve the quality of sexuality education. Participants suggest that current forms of sexuality education are too clinical, didactic and unengaging, and are missing in relevant content. Young people requested more information on relationships, first sexual experiences and negotiating condom use. These requests indicate that young people realise that they need more knowledge in order to have healthy relationships, which conflicts with the popular belief that providing young people with open, honest information around sex will encourage them to have sex or increase sexual risk taking. Making sexuality education more of a priority and listening to the needs of young people could be a positive step towards improving sexual health and well-being.  相似文献   

Best Practices for English Language Learners in Massachusetts: Five Years After The Question 2 Mandate     

Janet M. Smith  Celine Coggins  Jorge M. Cardoso 《Equity & Excellence in Education》2013,46(3):293-310

Educating English language learners (ELLs) presents a challenge for teachers and policy makers; the population of ELLs increases, yet their achievement trails that of their native English-speaking peers. In November 2002, Massachusetts voters supported a law that mandated Sheltered English Immersion (SEI) as the primary means of instruction for ELLs, effectively ending transitional bilingual education. This report examines key considerations in educating ELLs, and in implementing SEI in Massachusetts schools. It also presents case studies of three schools making significant strides with ELLs through innovative programming built around SEI methods yet maintaining important bilingual education practices that promote educational equity. Cross-case analysis identified themes about strategic data use, staff recruitment, and supports for students and families.  相似文献   

Writing Experiences of Community College Students with Self-Reported Writing Anxieties and Linguistic Insecurity: A Perspective for College Counselors     

Rochelle Holland 《Community College Journal of Research & Practice》2013,37(4):278-295

This explanatory case study researched the writing experiences of 11 community college students who differed subculturally and who were all part of the African diasporic community. The theoretical perspectives used for this study were Arthur Chickering's (1969 Chickering , A. ( 1969 ). Education and identity , (2nd ed.) . San Francisco , CA : John Wiley & Sons . [Google Scholar]) classical concept of academic competence and community dialect theory (Baxter & Holland, 2007 Baxter , M. , & Holland , R. (2007). Addressing the needs of students who use a nonstandard dialect. Adult Basic Education and Literacy Journal , 1(3), 145–153. [Google Scholar]). Academic competence is a stage in college that explores how students learn acquired skills for educational attainment. Community dialect theory argues that African American dialect writers have a low-to-some awareness of how their dialect differs from standard English in the area of subject-verb agreement. Two research questions guided this inquiry: (a) How does Black English influence writing anxiety in academic settings? (b) Why should college counselors have a strategy to assist students who express fears of enrolling in remedial English? A mixed method strategy was used to gather the data. This strategy consisted of a qualitative interview, and two educational tests. The study found that most of the students had a low awareness of how their dialect differed from standard English. Furthermore, Black English directly induced writing anxiety in academic settings for this group of community college students. Their writing anxieties and insecurities were detected by the words and situational experiences these students related during the interviews. In addition, college counselors should have an intervention strategy in place for this population of students to reduce the gap between academic competence and students of African descent who are dialect writers with writing anxieties and linguistic insecurities in academic settings.  相似文献   

The surprising viability of a simple alternate estimation procedure for construction of large‐scale structural equation measurement models     

David W. Gerbing  Janet G. Hamilton 《Structural equation modeling》2013,20(2):103-115

As part of developing a comprehensive strategy for structural equation model building and assessment, a large‐scale Monte Carlo study of 7,200 covariance matrices sampled from 36 population models was conducted. This study compared maximum likelihood with the much simpler centroid method for the confirmatory factor analysis of multiple‐indicator measurement models. Surprisingly, the contribution of maximum likelihood to model analysis is limited to formal evaluation of the model. No statistically discernible differences were obtained for the bias, standard errors, or mean squared error (MSE) of the estimated factor correlations, and empirically obtained maximum likelihood standard errors for the pattern coefficients were only slightly smaller than their centroid counterparts. Further supporting the recommendations of Anderson and Gerbing (1982), the considerably faster centroid method may have a useful role in the analysis of these models, particularly for the analysis of large models with 50 or more input variables. These results encourage the further development of a comprehensive research paradigm that exploits the relative strengths of both centroid and maximum likelihood as complementary estimation procedures along an integrated exploratory‐confirmatory continuum of model specification, revision, and formal evaluation.  相似文献   

Creating Inclusive,Literacy-Embedded Play Centers in a Children's Museum: Connecting Theory to Practice     

Janet Spybrook  Sharryn Larsen Walker 《Journal of Early Childhood Teacher Education》2013,34(4):382-391

Preservice teachers enrolled in an early literacy or developmental preschool course collaborated in order to create inclusive, literacy-embedded play centers at a local children's museum. Using a grounded theory approach, theoretical questions were generated after analyzing multiple data sources. The focus of this paper is how preservice teachers connected theory to practice in an authentic setting. The importance of connecting theory to practice, the place of play in assessment, and the viability of children's museums as alternative field placements are discussed. Implications for preservice teacher education are presented.  相似文献   

Reflective Teaching and Learning: Children's and Teachers'     

Janet Wilde Astington 《Teaching Education》2013,24(1):95-103

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Natatanuran frogs used the Indian Plate to step-stone disperse and radiate across the Indian Ocean     

Zhi-Yong Yuan  Bao-Lin Zhang  Christopher J Raxworthy  David W Weisrock  Paul M Hime  Jie-Qiong Jin  Emily M Lemmon  Alan R Lemmon  Sean D Holland  Michelle L Kortyna  Wei-Wei Zhou  Min-Sheng Peng  Jing Che  Elizabeth Prendini 《国家科学评论(英文版)》2019,6(1):10

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The Choice of Response Probability in Bookmark Standard Setting: An Experimental Study     

Peter Baldwin  Melissa J. Margolis  Brian E. Clauser  Janet Mee  Marcia Winward 《Educational Measurement》2020,39(1):37-44

Evidence of the internal consistency of standard-setting judgments is a critical part of the validity argument for tests used to make classification decisions. The bookmark standard-setting procedure is a popular approach to establishing performance standards, but there is relatively little research that reflects on the internal consistency of the resulting judgments. This article presents the results of an experiment in which content experts were randomly assigned to one of two response probability conditions: .67 and .80. If the standard-setting judgments collected with the bookmark procedure are internally consistent, both conditions should produce highly similar cut scores. The results showed substantially different cut scores for the two conditions; this calls into question whether content experts can produce the type of internally consistent judgments that are required using the bookmark procedure.  相似文献   

A qualitative investigation of design knowledge reuse in project-based mechanical design courses     

Dónal P. Holland  Conor J. Walsh 《European Journal of Engineering Education》2019,44(1-2):137-152

ABSTRACT

The interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed.  相似文献