Item-Response Changes on Multiple-Choice Tests as a Function of Test Anxiety     

Kathy Green 《Journal of Experimental Education》2013,81(4):225-228

Item-response changing as a function of test anxiety was investigated. Seventy graduate students completed the Test Anxiety Scale and 73 multiple-choice items during the quarter. The data supported the hypothesis that high test-anxious students make more item-response changes than low test-anxious students. Results also suggested that both high- and low-anxious students profit to a similar extent proportionally from answer changing. It was further found that more responses were changed on difficult than on easy items for both high- and low-anxious students. Test anxiety is suggested as a factor forming test-taking style.  相似文献   

Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire     

Mesut Saçkes  Kathy Cabe Trundle  Bruce W. Tuckman  Lawrence A. Krissek 《Journal of Experimental Education》2013,81(4):338-351

The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts.  相似文献   

From Memories to Diaries: A Portrait of Hope Captured from the Lens of a Nurse Educator as a Breast Cancer Patient     

Reviewed by Kathy Segrist Associate Director  Gerontology Program Director 《Educational gerontology》2013,39(5):465-466

Breast cancer is the most common malignancy affecting women worldwide. While it is true that hope influences how these victims view and live their lives, little is known as to how hope is lived and experienced by a breast cancer patient whose professional background and practice is nursing. This narrative–interpretive study purports to create a portrait of a nurse educator whose hope becomes her language of meaning-making. A Filipino nurse educator suffering from breast cancer was used as the subject of this study. Constituting the study's corpus of data is a series of diaries which were religiously written for a period of six months (November 2007–April 2008). Three interesting themes that elucidate the portrait of hope as embodied in the subject's diaries include (a) Stop: Searching for Meaning; (b) Look: Standing through Meaning; and (c) Listen: Sailing through Meaning. Notably, hope serving as a universal human experience is a powerful gift that enables an individual to see meaning amidst painful conditions, stand firmly despite adversities, and live by faith to continue life's journey.  相似文献   

Education to Promote Positive Attitudes About Aging     

Diane Austrin Klein  Kathy J. Council  Sandra L. McGuire 《Educational gerontology》2013,39(8):591-601

ABSTRACT

This longitudinal study examined what a one-time intervention about aging does to the attitudes of high-school students toward aging. Early findings from the study support previous research that indicates ageist attitudes formed in early childhood become difficult to change as children reach adolescence. This research further supports the need for aging education to begin in early childhood.  相似文献   

Inclusive education isn’t dead,it just smells funny     

Kathy Cologon 《教育政策杂志》2013,28(5):742-743

  相似文献   

Transforming the early years in England   总被引：3，自引：0，他引：3  

Kathy Sylva  Gillian Pugh 《牛津教育评论》2013,39(1):11-27

The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997–2004. First to be described are the innovations in policy (i.e. the promise), followed by the ‘evidence base’ for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children’s development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3–6 years and its birth–3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved.  相似文献   

Crime & Elder Abuse: An Integrated Perspective by Brian K. Payne     

Kathy Kellett PhD 《Educational gerontology》2013,39(3):239-240

The problem of reducing withdrawal and enhancing the lives of nursing home patients and other elderly members of society becomes more serious as the number of aged increases. Declines in the ability of elderly may be attributable, in certain cases, to disuse of intellectual capacities. Social reinforcement through reading activities has been proposed as a means of enhancing the performance of the aged and relieving the pain of social deprivation. In order to investigate this hypothesis, two reading groups were formed in a 100‐bed convalescent home; each group met for 6 weeks for 45 minutes. Short stories of high interest were read and discussed. Patients appeared to appreciate and enjoy the sessions. Problems of conducting similar programs were discussed and further research suggested.  相似文献   

Classroom management of situated group learning: A research study of two teaching strategies     

Miss Kathy Smeh c/o Kathy Smeh  Rod Fawns 《Research in Science Education》2000,30(2):225-240

Although peer-based work is encouraged by theories in developmental psychology and although classroom interventions suggest it is effective, there are grounds for recognising that young pupils find collaborative learning hard to sustain. Discontinuities in collaborative skill during development have been suggested as one interpretation. Theory and research have neglected situational continuities that the teacher may provide in management of formal and informal collaborations. This experimental study, with the collaboration of the science faculty in one urban secondary college, investigated the effect of two role attribution strategies on communication in peer groups of different gender composition in three parallel Year 8 science classes. The group were set a problem that required them to design an experiment to compare the thermal insulating properties of two different materials. This presents the data collected and key findings, and reviews the findings from previous parallel studies that have employed the same research design in different school settings. The results confirm the effectiveness of social role attribution strategies in teacher management of communication in peer-based work.  相似文献   

Caregiver-Environment Scale: Assessing the Quality of Center-Based Infant Care     

Thomas A. Oren  Kathy L. Ruhl 《Early Childhood Education Journal》2000,28(2):133-138

  相似文献   

Evaluating Literacy: The Beginnings of Parent-Teacher Collaboratives     

Kathy Egawa  Debbie Edwards 《Literacy》1994,28(1):15-19

  相似文献