Plan: Program for learning in accordance with needs     

Joe P. Strain  Lane F. Birkel 《The Teacher Educator》2013,48(3):10-13

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Away Down South: A History of Southern Identity by James C. Cobb     

Joe Samuel Starnes 《Journal of American culture (Malden, Mass. : 2003)》2007,30(4):435-436

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E-learning by design     

Landsberger  Joe 《TechTrends》2005,49(4):8-11

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Motivation for Educational Attainment in Grade 9 Predicts High School Completion     

Stephen G. West  Jan N. Hughes  Han Joe Kim  Shelby S. Bauer 《Educational Measurement》2019,38(2):27-40

The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout.  相似文献   

Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task?     

Gareth Watson  Joe Butterfield  Ricky Curran  Cathy Craig 《Learning and Instruction》2010,20(1):84-93

Recent studies exploring the effects of instructional animations on learning compared to static graphics have yielded mixed results. Few studies have explored their effectiveness in portraying procedural-motor information. Opportunities exist within an applied (manufacturing) context for instructional animations to be used to facilitate build performance on an assembly line. The present study compares build time performance across successive builds when using animation, static diagrams or text instructions to convey an assembly sequence for a handheld device. Although an immediate facilitating effect of animation was found, yielding a significantly faster build time for Build 1, this advantage had disappeared by Build 3.  相似文献   

Politics and Media in Cyberspace: Two Explorations of the Internet's Growing Influence     

W. Joe Watson Ph.D. 《广播与电子媒介杂志》2013,57(1):153-155

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Supporting the consistent implementation of self-evaluation in Irish post-primary schools     

Shivaun O’Brien  Gerry McNamara  Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2015,27(4):377-393

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Advancing prediction of foster placement disruption using Brief Behavioral Screening     

Hurlburt MS  Chamberlain P  DeGarmo D  Zhang J  Price JM 《Child abuse & neglect》2010,34(12):917-926

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Process gain and process loss: comparing interpersonal processes and performance of culturally diverse and non-diverse teams across time     

Warren E. Watson  Lynn Johnson  Kamalesh Kumar  Joe Critelli 《Int J Intercult Relat》1998,22(4):193

Members of 82 student groups involved in a Team Learning instructional format were surveyed with the Group Style Instrument (GSI) to examine the possible dimensions of team oriented behaviors and individualistically oriented behaviors. Exploratory factor models and confirmatory factor models were compared to find the best factor structure fit. The GSI was found to have dimensions that were team and individualistically oriented. From a second sample data was collected across four months on the group process and group performance of culturally non-diverse and culturally diverse groups. Data were evaluated in two significant ways. First, the team orientation and individual orientation dimensions were used to define interpersonal processing. Second, the team process dimensions were used to define interpersonal processing. Second, the team process dimensions were examined further to evaluate their relation to group performance. Early on the diverse teams showed less team orientation and more individual orientation than non-diverse teams, but through frequent feedback on task and interpersonal processing, the diverse teams caught up by the third time period. By the end, diverse teams maintained high team orientation but also allowed a reasonable extent of individual orientation. The diverse teams were beginning to utilize diversity to their advantage. Team and Individualistic orientations showed significant relations to team performance across time. Suggestions are given for future research.  相似文献   

Kinetic changes during a six-week minimal footwear and gait-retraining intervention in runners     

Joe P. Warne  Barry P Smyth  John O’C Fagan  Michelle E. Hone  Chris Richter  Alan M. Nevill 《Journal of sports sciences》2017,35(15):1538-1546

An evaluation of a six-week Combined minimal footwear transition and gait-retraining combination vs. gait retraining only on impact characteristics and leg stiffness. Twenty-four trained male runners were randomly assigned to either (1) Minimalist footwear transition Combined with gait-retraining over a six-week period (“Combined” group; n = 12) examined in both footwear, or (2) a gait-retraining group only with no minimalist footwear exposure (“Control”; n = 12). Participants were assessed for loading rate, impact peak, vertical, knee and ankle stiffness, and foot-strike using 3D and kinetic analysis. Loading rate was significantly higher in the Combined group in minimal shoes in pre-tests compared to a Control (P ≤ 0.001), reduced significantly in the Combined group over time (P ≤ 0.001), and was not different to the Control group in post-tests (P = 0.16). The impact peak (P = 0.056) and ankle stiffness reduced in both groups (P = 0.006). Loading rate and vertical stiffness was higher in minimalist footwear than conventional running shoes both pre (P ≤ 0.001) and post (P = 0.046) the intervention. There has a higher tendency to non-rearfoot strike in both interventions, but more acute changes in the minimalist footwear. A Combined intervention can potentially reduce impact variables. However, higher loading rate initially in minimalist footwear may increase the risk of injury in this condition.  相似文献