Biking to Academic Success: A Study on a Bike Desk Implementation at an Academic Library     

Jared Hoppenfeld  Stephanie J. Graves  Robin R. Sewell  T. Derek Halling 《Public Services Quarterly》2019,15(2):85-103

Sedentary behavior has increased over the last several decades, and this has led to major life-threatening health issues. Texas A&M University Libraries has introduced an innovative idea in three of their buildings. This case study highlights the implementation of Bike Desks at an academic library while offering strategies for other libraries wishing to replicate this project, and analyzes data from a user survey. The survey explored student experiences, including perceived satisfaction and any perceived gains in study habits while using the Bike Desk.  相似文献   

Examining the Relationship of Children’s Behavior to Emotion Regulation Ability     

Grace Onchwari  Jared Keengwe 《Early Childhood Education Journal》2011,39(4):279-284

This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in conflict with societal norms.  相似文献   

Combining Institutional and Distributed Frameworks in Studies of School Leadership     

Patricia Burch  Andrea J. Bingham  Neha Miglani 《Peabody Journal of Education》2020,95(4):408-422

ABSTRACT

The premise of this article is that studies of distributed leadership could benefit from further incorporation of institutional approaches to better understand complex reform demands facing school leaders working for instructional improvement. We begin by articulating the core components of a distributed perspective on leadership and of an institutional perspective on organizational change. We next describe our methods for reviewing a purposeful sample of 28 highly cited empirical articles on distributed school leadership in K-12 settings. We argue that studies that fully integrate institutional and distributed perspectives can contribute important insights on how school leaders manage the pressures of complex policy environments and the role of collective structuration in defining and legitimating distributed leadership practice.  相似文献   

The Impact of a Mentor-coaching Model on Teacher Professional Development   总被引：1，自引：0，他引：1  

Grace Onchwari  Jared Keengwe 《Early Childhood Education Journal》2008,36(1):19-24

The purpose of this study was to examine the impact of the mentor–coach initiative model on participating Head Start Programs. The researchers interviewed 44 participants across two mid-western states. The participants provided positive feedback about the initiative and identified specific literacy practices based on this model that were successfully implemented in their classrooms. Evidence from this study suggests the importance of incorporating the mentor-coaching initiative model to enhance teacher pedagogical practices.  相似文献   

Patterns of Risk and Protective Factors Among Alaska Children: Association With Maternal and Child Well-Being     

Anna E. Austin  Nisha C. Gottfredson  Carolyn T. Halpern  Adam J. Zolotor  Stephen W. Marshall  Jared W. Parrish  Meghan E. Shanahan 《Child development》2020,91(5):1650-1662

This study used population-representative data to examine associations of risk and protective factor patterns among Alaska Native/American Indian (AN/AI; N = 592) and non-Native (N = 1,018) children with maternal and child outcomes at age 3 years. Among AN/AI children, a high risk/moderate protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help or knowing where to go for parenting information compared to a low socioeconomic status/high protection class. Among non-Native children, a moderate risk/high protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help compared to a low risk/high protection class. Results provide insight on the intersection of risk and protective factors among Alaska families.  相似文献   

Electronic Portfolios in Teacher Education: A Case Study of Early Childhood Teacher Candidates     

Esther Ntuli  Jared Keengwe  Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126

The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption, there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges students face in using electronic portfolios in their course work. Using a qualitative research design, the current study explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining the maximum benefits from the use of electronic portfolios in their programs of study.  相似文献   

Oral health beliefs and behavior among young adults in Appalachian Kentucky     

Matthew W. Savage  Allison M. Scott  Joanna A. Aalboe  Sharlee Burch  Pamela Sparks Stein VanArsdall  Raynor Mullins 《Journal of Applied Communication Research》2018,46(1):113-134

We used communication infrastructure theory to investigate oral health beliefs and behavior among young adults in Appalachian Kentucky. We conducted 7 focus groups with 67 participants who reported poor oral health behavior, but this was not necessarily the result of poor oral health knowledge. Participants identified several sociocultural factors affecting their oral health, including lack of oral health prioritization among older generations, and risky health behaviors that competed with good oral health. These sociocultural factors create a context in which standard oral health recommendations are commonly seen as excessive. Participants described various responses to the poor oral health in the region, including fatalism and a distrust of dentists, and that oral healthcare professionals may be using potentially problematic communication tactics. Practical implications for designing effective oral health promotion campaigns in the region and theoretical implications for developing social-contextual frameworks of oral health promotion are discussed.  相似文献   

A review of empirical research on blended learning in teacher education programs     

Jared Keengwe  Jung-Jin Kang 《Education and Information Technologies》2013,18(3):479-493

Although blended learning has been considered as an important alternative approach that can overcome various limitations related to both face-to-face and online learning, there is relatively limited empirical studies on blended learning approach in teacher education programs. Therefore, the purpose of this article is to review empirical research studies on teacher education programs using activity theory. A review of empirical research on blended learning could help to stimulate reflections on effective strategies for design and implementation of blended learning teacher education programs.  相似文献   

Modeling and Diagnosing Domain Knowledge Using Latent Semantic Indexing     

Jared T. Freeman  Bryan T. Thompson  Marvin S. Cohen 《Interactive Learning Environments》2013,21(3):187-209

A Latent Semantic Index (LSI) was constructed from arguments made by navy officers concerning events in an anti-air warfare scenario. A model based on LSI factor values predicted level of domain expertise with 89% accuracy. The LSI factor space was reduced using MDS to five dimensions: aircraft route, aircraft response, kinematics, localization, and an unclassifiable element. Arguments in the localization category were reliably more common among officers with the greatest expertise. Automated classification of arguments into these elements achieved 84% accuracy. LSI may be a useful tool for automating aspects of modeling expertise and diagnosing knowledge deficiencies.  相似文献   

Book Reviews     

Libby Jared  Mary Webb 《Technology, Pedagogy and Education》2013,22(3):389-393

The following books are reviewed.  相似文献