Why general intelligence assessment should be abandoned     

Clive Beck 《Interchange》1976,7(3):29-35

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Testosterone during Pregnancy and Gender Role Behavior of Preschool Children: A Longitudinal, Population Study   总被引：2，自引：1，他引：2  

Melissa Hines  Susan Golombok  John Rust  Katie J. Johnston  Jean Golding  & Avon Longitudinal Study of Parents  Children Study Team 《Child development》2002,73(5):1678-1687

Levels of testosterone (T) and sex hormone–binding globulin (SHBG) were measured in blood samples from pregnant women and related to gender role behavior in 342 male and 337 female offspring at the age of 3.5 years. Gender role behavior was assessed using the Pre–School Activities Inventory, a standardized measure on which a parent indicates the child's involvement with sex–typical toys, games, and activities. Levels of T, but not SHBG, related linearly to gender role behavior in preschool girls. Neither hormone related to gender role behavior in boys. Other factors, including the presence of older brothers or sisters in the home, parental adherence to traditional sex roles, the presence of a male partner in the home, and maternal education, did not relate to gender role behavior in this sample and did not account for the relation observed between T and behavior. Although other, unmeasured factors may explain the relation, the results suggest that normal variability in T levels prenatally may contribute to the development of individual differences in the gender role behavior of preschool girls.  相似文献   

Youth Disciplinary Identification During Participation in Contemporary Project-Based Science Investigations in School     

Katie Van Horne  Philip Bell 《学习科学杂志》2017,26(3):437-476

Recent science educational policy reform efforts call for a shift toward practice-focused instruction in kindergarten–Grade 12 science education. We argue that this focus on engaging students in epistemic practices of science opens up new possibilities for the design of learning environments that support the stabilization of learners’ science-linked identities. Learning environments often assume that youth come to them without relevant identity resources to contribute or that the learning environment has no bearing on the disciplinary identification of individuals. We conducted this research while developing a year-long course to teach high school biology by engaging youth in interest-driven projects focused on contemporary topics. We explored how engaging youth in the epistemic practices of science in culturally expansive ways supported their science-linked identification. We propose a model grounded in social practice theory that describes aspects of students’ stabilization of disciplinary identities. We found that (a) deepening participation in scientific practices is linked to whether or not youth have opportunities to coordinate their engagement with their existing identities; and (b) material, relational, and ideational identity resources and qualities of the learning environment mediate how youth stabilize disciplinary identities in interactional moments.  相似文献   

Increasing the Reliability of Ability-Achievement Difference Scores: An Example Using the Kaufman Assessment Battery for Children     

John C. Caruso  Katie Witkiewitz 《Journal of Educational Measurement》2002,39(1):39-58

In this study, we focused on increasing the reliability of ability-achievement difference scores using the Kaufman Assessment Battery for Children (KABC) as an example. Ability-achievement difference scores are often used as indicators of learning disabilities, but when they are derived from traditional equally weighted ability and achievement scores, they have suboptimal psychometric properties because of the high correlations between the scores. As an alternative to equally weighted difference scores, we examined an orthogonal reliable component analysis, (RCA) solution and an oblique principal component analysis (PCA) solution for the standardization sample of the KABC (among 5- to 12-year-olds). The components were easily identifiable as the simultaneous processing, sequential processing, and achievement constructs assessed by the KABC. As judged via the score intercorrelations, all three types of scores had adequate convergent validity, while the orthogonal RCA scores had superior discriminant validity, followed by the oblique PCA scores. Differences between the orthogonal RCA scores were more reliable than differences between the oblique PCA scores, which were in turn more reliable than differences between the traditional equally weighted scores. The increased reliability with which the KABC differences are assessed with the orthogonal RCA method has important practical implications, including narrower confidence intervals around difference scores used in individual administrations of the KABC.  相似文献   

The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis   总被引：1，自引：3，他引：1  

John Beck 《British Journal of Sociology of Education》2005,26(2):183-197

This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein refers to as ‘inwardness’ and ‘inner dedication’. It then examines a range of challenges to such identities—particularly those arising from the ‘regionalisation’ of knowledge and from ‘genericim’. The paper concludes by assessing the prospects for perpetuating such identities in an era of increasing marketization and managerialism.  相似文献   

“Asking,Learning, Seeking Out”: An Exploration of Data Literacy for Teaching     

Jori S. Beck  Joseph John Morgan  Nancy Brown  Heather Whitesides  Derek R. Riddle 《The Educational forum》2020,84(2):150-165

Abstract

The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.  相似文献   

收养，你准备好了吗     

Katie Prigel-sharp  朱子 《亲子根基》2008,(7)

汶川大地震使很多孩子失去了父母,也失去了原本温馨幸福的家。许多富有爱心的人都希望通过收养的方式给这些孩子一个家。但大多数打算收养的父母却在收养的知识上预备不足。  相似文献   

Putting mobile application privacy in context: An empirical study of user privacy expectations for mobile devices     

Kirsten Martin  Katie Shilton 《The Information Society》2016,32(3):200-216

Users increasingly use mobile devices to engage in social activity and commerce, enabling new forms of data collection by firms and marketers. User privacy expectations for these new forms of data collection remain unclear. A particularly difficult challenge is meeting expectations for contextual integrity, as user privacy expectations vary depending upon data type collected and context of use. This article illustrates how fine-grained, contextual privacy expectations can be measured. It presents findings from a factorial vignette survey that measured the impact of diverse real-world contexts (e.g., medical, navigation, music), data types, and data uses on user privacy expectations. Results demonstrate that individuals’ general privacy preferences are of limited significance for predicting their privacy judgments in specific scenarios. Instead, the results present a nuanced portrait of the relative importance of particular contextual factors and information uses, and demonstrate how those contextual factors can be found and measured. The results also suggest that current common activities of mobile application companies, such as harvesting and reusing location data, images, and contact lists, do not meet users’ privacy expectations. Understanding how user privacy expectations vary according to context, data types, and data uses highlights areas requiring stricter privacy protections by governments and industry.  相似文献   

Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation     

Rachelle M. Spell  Judith A. Guinan  Kristen R. Miller  Christopher W. Beck 《CBE life sciences education》2014,13(1):102-110

Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.  相似文献   

Pharmacist perception and use of UpToDate?     

Katie L. Wallace  Robert D. Beckett  Amy Heck Sheehan 《Journal of the Medical Library Association》2014,102(4):296-300

A cross-sectional survey of a convenience sample of 1,199 pharmacists was conducted to describe pharmacists'' use and perception of UpToDate®. Of 472 (39%) respondents, 217 (46%) reported using UpToDate. Most respondents who used or had heard of UpToDate indicated willingness to change a treatment plan based on UpToDate recommendations (77%). Many believed that UpToDate is updated weekly (31%) or monthly (49%) and that all articles undergo external peer review (51%). In conclusion, the majority of respondents reported that they would adjust drug therapy based on UpToDate recommendations; however, many pharmacists may hold misconceptions regarding the updating and peer-review processes.  相似文献