Discrepant SAT Critical Reading and Writing Scores: Implications for College Performance     

Emily J. Shaw  Krista D. Mattern  Brian F. Patterson 《Educational Assessment》2013,18(3):145-163

Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading–writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s).  相似文献   

Minding the Gaps: Interprofessional Communication and the Stewardship of Oral Histories With Sensitive Information     

Krista White 《The Journal of Academic Librarianship》2017,43(4):354-363

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‘I’ll take care of the flowers!’ Researching agency through initiatives across different learning environments     

Marjaana Kangas  Kaisa Kopisto  Krista Löfman  Laura Salo  Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91

ABSTRACT

This case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts.  相似文献   

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior     

Snyder J  Brooker M  Patrick MR  Snyder A  Schrepferman L  Stoolmiller M 《Child development》2003,74(6):1881-1898

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

如何看待考研     

Renee 《中国大学生就业》2002,(7):10-11

考研无疑是大学生们毕业时选择人数最多的道路之一,从这个实际情况来看,他最适合绝大多数同学.这是什么原因呢?我们在这里尝试综合一下,也许是画蛇添足,但也许能给低年级的同学们一点启发.  相似文献   

Replication and Pedagogy in the History of Psychology II: Fowler & Wells’s Phrenology     

Kelly M. Trevino  Krista K. Konrad 《Science & Education》2008,17(5):477-491

Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project, we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology, the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases of the examiner strongly influence the results of phrenological analyses. This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.

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Kelly M. TrevinoEmail:

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Kelly Trevino   received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad   is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders.  相似文献   

Infants' Reliance on a Social Criterion for Establishing Word-Object Relations   总被引：3，自引：0，他引：3  

Dare A. Baldwin  Ellen M. Markman  Brigitte Bill  Renee N. Desjardins  Jane M. Irwin  Glynnis Tidball 《Child development》1996,67(6):3135-3153

The language children hear presents them with a multitude of co-occurrences between words and things in the world, and they must repeatedly determine which among these manifold co-occurrences is relevant. Social factors—such as cues regarding the speaker's referential intent—might serve as one guide to whether word-object covariation should be registered. In 2 studies, infants (15–20 months and 18–20 months in Studies 1 and 2, respectively) heard novel labels at a time when they were investigating a single novel object; in one case the label was uttered by a speaker seated within the infant's view and displaying concurrent attention to the novel toy (coupled condition), whereas in the other case the label emanated from a speaker seated out of the infant's view (decoupled condition). In both studies, subsequent comprehension questions indicated that infants of 18–20 months registered a stable link between label and object in the coupled condition, but not in the decoupled condition, despite the fact that covariation between label and object was equivalent in the 2 conditions. Thus, by 18–20 months children are inclined to establish a mapping between word and object only when a speaker displays signs of referring to that object.  相似文献   

考研:名校比一般学校好考     

Renee 《中国大学生就业》2002,(7):24-26

在选择考研的学校时,考哪个学校是和考哪个专业一样重要的问题,考名校还是考一般的学校,考本校还是外校,这是个问题.我的观点是,还是考名校比较好.  相似文献   

Gender in plants     

Renee M. Borges 《Resonance》1998,3(4):64-71

Complex evolutionary forces determine whether plants are male, female or hermaphrodite throughout their lives or whether they switch from one sex to another. This article explores these often conflicting forces and seeks answers for sex change in plants.  相似文献   

Gender in plants     

Renee M. Borges 《Resonance》1998,3(11):30-39

What is the difference between plant sex and plant gender? Why does stress sometimes cause maleness and other times result in femaleness? Do plant hedge mating bets using sex change? This article addresses these and other evolutionary questions about plant gender.  相似文献