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排序方式: 共有510条查询结果,搜索用时 125 毫秒
451.
Elana R. McDermott Laudan B. Jahromi Adriana J. Umaña-Taylor Stefanie Martinez-Fuentes Shandra M. Jones Kimberly A. Updegraff 《Child development》2021,92(4):e513-e530
Drawing on data from a longitudinal study of 204 Mexican-origin adolescent mothers, their mother figures, and their children, the current investigation examined (a) adolescent mothers’ educational re-engagement and attainment beginning during their pregnancy and ending when their child was 5 years old; and (b) the influence of the family economic context on adolescent mothers’ educational re-engagement and attainment and their children’s academic and social-emotional outcomes. Findings detailed adolescent mothers’ re-engagement in school after the birth of their child and revealed that family income during adolescents’ pregnancies was directly associated with re-engagement and attainment, and also initiated cascade effects that shaped adolescents’ economic contexts, their subsequent re-engagement and attainment, and ultimately their children’s academic and social-emotional outcomes at age 5. 相似文献
452.
453.
Mary A. Lundeberg Hosun Kang Bj?rn Wolter Robert delMas Norris Armstrong Bruno Borsari Nancy Boury Peggy Brickman Kristi Hannam Cheryl Heinz Thomas Horvath Maureen Knabb Terry Platt Nancy Rice Bill Rogers Joan Sharp Eric Ribbens Kimberly S. Maier Mike Deschryver Rodney Hagley Tamar Goulet Clyde F. Herreid 《Educational technology research and development : ETR & D》2011,59(5):645-671
Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education. 相似文献
454.
Brandon K. Schultz Kimberly A Zoder-Martell Aaron Fischer Melissa A Collier-Meek William P Erchul Alexander M Schoemann 《Journal of educational and psychological consultation》2018,28(3):279-296
ABSTRACTSchool psychologists report a desire to increase consultation with teachers but are limited by competing job demands. Consultation via videoconference (i.e., teleconsultation) offers one possible means of increasing consultant availability to teachers, but little is known about the acceptability of this technology in actual practice. In this exploratory study, we conducted an online survey to assess the conditions under which school consultants would use teleconsultation to assist teachers remotely. Sixty-two school psychology practitioners, trainers, and trainees completed a choice-based conjoint survey designed to assess teleconsultation acceptability in the context of varying commute times, consultee comfort levels, and student problem severities. Findings suggest important differences in teleconsultation acceptability in the context of real-world tradeoffs. Implications of these results are discussed, as well as the potential for using conjoint analysis to better understand technology decisions among school consultants. 相似文献
455.
Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course 下载免费PDF全文
Kimberly A. Fournier Jannelle Couret Jason B. Ramsay Joshua L. Caulkins 《Anatomical sciences education》2017,10(5):409-422
Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two‐stage collaborative examinations were implemented to improve test‐taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in “C” students when compared to “A” students: P < 0.00006 and “B” students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in “high stakes” courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409–422. © 2017 American Association of Anatomists. 相似文献
456.
Amanda W. Joyce Jessica H. Kraybill Nan Chen Kimberly Cuevas Kirby Deater-Deckard Martha Ann Bell 《Early education and development》2016,27(6):788-804
Research Findings: A total of 81 children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but was not related in 2-year-olds. Measures of IC varied in their associations with measures of verbal ability and maternal-report IC. Such findings highlight important similarities and distinctions between conflict and delay IC abilities in their relation to one another and to temperament and language over time. Practice or Policy: Studies of IC and related concepts reveal that children who are regulated enjoy school more and have higher school competence, particularly in mathematics and reading achievement. Because conflict IC and delay IC show unique patterns of development over time, educators can expect classroom behaviors drawing on the state-like conflict IC to show more fluctuation over time than those drawing on the trait-like delay IC. 相似文献
457.
虽然因特网上的信息爆炸已经让人们感到无所适从,但是其快速发展的趋势还未停止。在巨量的信息中找到有用信息方法之一是通过搜索引擎的使用,因此掌握有效的资源搜索策略,学会如何选择与使用搜索引擎成为了敲开因特网这个信息宝库的必备素质。 相似文献
458.
Corina R. Kaul Kimberly A. Hardin A. Alexander Beaujean 《Christian Higher Education》2017,16(3):172-187
Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, &; Mencken, 2005). This research attempted to replicate Lyon et al.’s (2005) logistic regression model predicting faculty integration of faith using survey responses gathered as part of Phase II of the Council for Christian Colleges &; Universities (CCCU) Denominational Study (Rine, Glanzer, &; Davignon, 2013). Respondents included 2,074 faculty from 55 institutions. The first model used in this study suggested that the most powerful predictors of faculty integration are full-time employment status, earning a degree from an institution that shares the same denominational affiliation, and a match between the faculty member's religious denominational affiliation and the institutional affiliation. A second logistic regression model added faculty academic specialization as a predictor of integration to investigate if that model was a better fit. Results suggested that religion and philosophy instructors are the most likely to integrate faith into their teaching, and professors specializing in computer science, math, and engineering were the least likely. As faculty are considered the primary influence on the integration of faith and learning, existing faculty and institutional administrators concerned with maintaining faith in the classroom may want to consider the contributing factors discussed. 相似文献
459.
Shifting The Burden: Public and Private Financing of Higher Education in the United States and Implications for Europe 总被引:2,自引:0,他引:2
Over the last two decades, there has been a significant change in the financing of higher education in the United States.
A decrease in student and institutional support in real terms, tuition increases at all types of institutions, along with
the view that students are the primary beneficiaries of higher education has resulted in policies that reduce the proportion
of higher education costs borne by the federal and state governments. This paper will describe this financing shift in the
United States, and analyse its impact on college participation with a particular focus on equity and opportunity. It will
also provide an analysis of some questions that European countries should address as they implement their own policies that
shift the burden of paying for college from the government to individuals, and as they consider various forms of financial
assistance to help students pay for college. 相似文献
460.
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. The participants were enrolled in a mathematics methods course for PreK–3 (early childhood) majors during their last semester of coursework prior to student teaching. Data in the form of final reflections from participants' listening journals and researchers' field notes were analyzed. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse. The listening journal assignment helped them begin to think more deeply about listening and the different definitions and modes of listening; however, at the end of the semester, many still wrote about their own personal journeys with listening and not about the role of listening as a key element in promoting classroom discourse and learning. 相似文献