Communication research center pre-tests information retrieval     

Professor Allen Kent 《Educational technology research and development : ETR & D》1961,9(5):88-88

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After GCE: Q and F?     

G. C. Allen 《Higher Education Quarterly》1970,24(3):231-242

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Book reviews     

Aaron Wildavsky  Allen R. Salzman 《Minerva》1991,29(2):231-246

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If I could talk to the animals     

Thomas Suddendorf  Mark E. Borrello  Colin Allen  Gregory Radick 《Metascience》2012,21(2):253-267

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Inservice Teachers Mentoring Aspiring Teachers     

Diane D. Allen  Jeanne B. Cobb  Susan Danger 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):177-182

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.  相似文献   

The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool     

Matt Allwood  Kate Allen  Anna Price  Rachel Hayes  Vanessa Edwards  Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371

ABSTRACT

This paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (r_s) = 0.67) and total difficulties score (r_s = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change.  相似文献   

JEWISH EDUCATORS VS. MIXED MARRIAGES     

Allen S. Maller 《Journal of Jewish Education》2013,79(2-4):77-79

Mixed marriages are a hemorrhage in the body of American Jewry. In the average Hebrew school classroom 20–25 percent of the students will someday marry out. Even in day schools 5–10 percent will marry out, although most of them will influence their spouses to convert. (Jewish children who do not receive a Jewish education will marry out in even higher percentages, and rarely influence their partners to become Jewish.) This exogamy (outmarriage) results in a doubling of the divorce rate. In addition, the majority of the children of exogamous manages do not identify themselves as Jews. Can Jewish educators influence some of these children to consciously seek Jewish mates? only if they try.  相似文献   

Bridge over troubled waters? Connecting research and pedagogy in composition and business/technical communication     

Jo Allen 《Technical Communication Quarterly》2013,22(4):5-26

Although different writing courses exist because of the different forms and purposes of writing they teach, some continuity between composition and business/technical communication would allow students to move more readily from one course to the next, while clarifying for them that writing is primarily a system of options based on analyses of situations, readers, obstacles, and goals. In this article, I call for that kind of continuity not only in pedagogy but also in research. Explaining the value of connections in pedagogy and research between composition and professional communication studies, I conclude with various questions and avenues for further research.  相似文献   

Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification     

Douglas A. Golick  Tiffany M. Heng-Moss  Allen L. Steckelberg  David. W. Brooks  Leon G. Higley  David Fowler 《Journal of Science Education and Technology》2013,22(4):509-521

The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.  相似文献   

RESULTS OF THE VOCATIONAL EDUCATION DATA SYSTEM EMPLOYER FOLLOW‐UP SURVEY FOR MASSACHUSETTS COMMUNITY COLLEGES     

James Carifio  Ronald Biron  Allen Shwedel 《Community College Journal of Research & Practice》2013,37(3):293-303

This article presents the results of the Vocational Education Data System employer follow‐up (EFU) survey for graduates of 15 public community colleges who were employed full time between 1 and 2 years after graduation (N = 588). In general, these community college graduates were rated between good and very good on the quality of work and preparation EFU items. No correlations were found between EFU ratings and average hourly wage, even within program areas, indicating that the average hourly wage of community college graduates is a flawed index of program or graduate quality. No significant differences were found between female and male EFU ratings, but large significant differences in average hourly wage were found, even within program areas. This particular and direct finding tends to support current contentions that women are not receiving equal pay for equal quality or work in the marketplace.  相似文献