排序方式： 共有79条查询结果，搜索用时 62 毫秒
31.
Allan B. De Guzman Les Paul Valdez Careen P. Henson Romnick E. Gumba Frank Von Fradejas 《Educational gerontology》2020,46(4):235-245
ABSTRACTEmotional geography defines how emotions affect the interaction of individuals within their setting. Considering that prison has been described as a place saturated with negative emotions, previous studies have only dwelt on the negative impact of incarceration on the emotional well-being and interactions of the inmates. However, no attempt has been made that dilates on how emotional geography facilitates the establishment of good relationships inside the penal institution, hence this investigation. The overall intent of this investigation is to describe the process of emotional geography among a select group of incarcerated Filipino elderly. This study utilized the qualitative, grounded theory design. A purposive sample of 25 incarcerated Filipino elderly from the New Bilibid Prison in Muntinlupa City, Philippines participated in this study. Interestingly, this study afforded the development of de Guzman, Henson, Gumba, Fradejas, and Valdez Shoelace Model of Emotional Geography which describes how the incarcerated Filipino elderly’s emotions affect their interactions in achieving positive relationships with other inmates while inside the penal institution. This emerged model is comprised of three phases, namely: isolating (embracing a wall of mistrust), integrating (making connections through shared stories), and intertwining (strengthening the bonds thru emotional understanding). The emerged theoretical model has successfully described the process of emotional geography, which can be utilized by gerontological workers, nurses and other health professionals in addressing and accommodating the social and custodial needs of this vulnerable group. 相似文献
32.
New measures of college selectivity 总被引：1，自引：1，他引：1
Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Older scores were adjusted to reflect decreasing performance over time, and ACT scores were converted to SAT equivalents, resulting in a final measure that reflects 1973 performance levels and is expressed as an SAT Verbal plus Mathematical score (range 400–1,600). Actual scores were available for 1,803 schools; the remaining schools with missing values were given an imputed score based upon means from similar institutions among the 1,803. Correlations between scores from different years and between the final measure and 19 institutional attributes indicated substantial reliability and validity for the selectivity measure. 相似文献
33.
Immersion in a Digital Pool: Training Prospective Online Instructors in Online Environments 总被引：1，自引：0，他引：1
Kelli Cargile Cook 《Technical Communication Quarterly》2007,16(1):55-82
This article argues that the online environment is optimal for teaching prospective instructors how to develop and implement online courses. To support this claim, the author draws on hypertext theories to define the online course archive as a constructive hypertext and to describe the work the course archive is able to do when used to instruct prospective online instructors. The claim is further supported through a quantitative and qualitative analysis of a course archive. 相似文献
34.
Donna F. Henson Kristin C. Dybvig‐Pawelko Daniel J. Canary 《Communication Research Reports》2013,30(4):411-419
This study links the experience of loneliness to the use of relational maintenance behaviors. More precisely, an attributional perspective on loneliness is adopted, wherein chronic loneliness leads to attributions for the cause of loneliness to stable, internal, and uncontrollable factors; situational loneliness is more likely to be attributed to unstable, external, and controllable factors. Over 400 participants completed measures of chronic and situational loneliness, and relational maintenance strategies. Residts indicated that both forms of loneliness are negatively associated with maintenance strategies. As anticipated, chronically lonely people reported the least use of relational maintenance behaviors across relationship types. 相似文献
35.
Jennifer E. Aldrich Kelli R. Thomas 《Journal of Early Childhood Teacher Education》2013,34(4):339-347
Abstract Teacher education programs that want their future teachers to embrace and employee constructivist principles must strive to provide opportunities for teacher candidates to develop an understanding of constructivism. The paper presents a structure for embedding constructivist principles into early childhood and elementary teacher education courses and the results of a pilot study at a Mid‐Western University. The results of the study demonstrate that teacher candidates believe that constructivist practices are very to extremely important. In addition, their responses indicated that the teacher candidates believe that their role in a constructivist environment is very to extremely important. The study reinforces the importance of providing experiences in teacher education programs that will result in positive views of constructivism. © 2005 Elsevier Inc. All rights reserved. 相似文献
36.
Following changes to educational psychology training, the research aimed to examine whether the new training is considered “fit for purpose”, using a mixed-methods design. Quantitative and qualitative data were collected via semi-structured online questionnaires completed by recently qualified educational psychologists (RQEPs) who completed training programmes in 2009 and 2010, and principal educational psychologists (PEPs). 64 RQEPs and 15 PEPs responded to the online questionnaires distributed through the Educational Psychology Network (EPNET) and the National Association of Principal Educational Psychologists (NAPEP) forums, as well as via all initial professional training providers in the UK (excluding Scotland). Frequency counts were calculated for quantitative data. Thematic analysis was employed to analyse the qualitative data. Findings suggest that RQEPs gain skills and competencies that are used and valued by services, specifically, professional and interpersonal competencies to face demanding roles. Gaps were identified in relation to providing RQEPs with therapeutic competencies that they and PEPs would value. Discrepancies between the training provided and the realistic educational psychologist (EP) role were highlighted, in addition to the impact these seem to have on RQEPs. Facilitators and barriers to implementation of training were identified. The restructured initial professional training appears to have provided RQEPs with relevant training that is used and valued by services. It seems that some level of “mismatch” in training and job requirements will remain until a consistent educational psychology identity can be formed, either through the profession itself or due to enforced Government changes to the role. Recommendations for RQEPs, Educational Psychology Services, including PEPs, and future programme providers are presented. 相似文献
37.
The authors examined the beliefs of 351 teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants' responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. They found that the participants' endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions. Furthermore, respondents tended to endorse interventions, whether evidence-based or not, without admitted prior exposure to information about them. The results suggest that more attention should be paid to teaching critical evaluation skills as a part of preliminary training of future educators. The potential for practicing teachers, who often serve as a readily available consultant for parents of children with disabilities, to pass on misinformation poses a potential dilemma that should be addressed in teacher training programs. 相似文献
38.
39.
Paul E. Yeatts Mitch Barton Robin K. Henson Scott B. Martin 《Measurement in physical education and exercise science》2017,21(2):83-91
A common practice in general linear model (GLM) analyses is to interpret regression coefficients (e.g., standardized β weights) as indicators of variable importance. However, focusing solely on standardized beta weights may provide limited or erroneous information. For example, β weights become increasingly unreliable when predictor variables are correlated, which is often the case in the social sciences. To address this issue, structure coefficients, which are simply the bivariate correlation between a predictor and the synthetic ? variable, should also be interpreted. By examining β weights and structure coefficients in conjunction, the predictive worth of each independent variable can be more accurately judged. Despite this benefit, researchers in the field of sport and exercise science have rarely reported structure coefficients when conducting multiple regression analysis. Thus, the purpose of the present article is to discuss problems associated with the sole interpretation of β weights and to demonstrate how structure coefficients can be incorporated to improve accuracy of interpretation. Additionally, a content analysis was conducted to examine current trends in reporting multiple regression results within sport and exercise science research. 相似文献
40.
Robert Henson Jonathan Templin Jeffrey Douglas 《Journal of Educational Measurement》2007,44(4):361-376
Consider test data, a specified set of dichotomous skills measured by the test, and an IRT cognitive diagnosis model (ICDM). Statistical estimation of the data set using the ICDM can provide examinee estimates of mastery for these skills, referred to generally as attributes. With such detailed information about each examinee, future instruction can be tailored specifically for each student, often referred to as formative assessment. However, use of such cognitive diagnosis models to estimate skills in classrooms can require computationally intensive and complicated statistical estimation algorithms, which can diminish the breadth of applications of attribute level diagnosis. We explore the use of sum-scores (each attribute measured by a sum-score) combined with estimated model-based sum-score mastery/nonmastery cutoffs as an easy-to-use and intuitive method to estimate attribute mastery in classrooms and other settings where simple skills diagnostic approaches are desirable. Using a simulation study of skills diagnosis test settings and assuming a test consisting of a model-based calibrated set of items, correct classification rates (CCRs) are compared among four model-based approaches for estimating attribute mastery, namely using full model-based estimation and three different methods of computing sum-scores (simple sum-scores, complex sum-scores, and weighted complex sum-scores) combined with model-based mastery sum-score cutoffs. In summary, the results suggest that model-based sum-scores and mastery cutoffs can be used to estimate examinee attribute mastery with only moderate reductions in CCRs in comparison with the full model-based estimation approach. Certain topics are mentioned that are currently being investigated, especially applications in classroom and textbook settings. 相似文献