Connectedness among taiwanese middle school students: a validation study of the hemingway measure of adolescent connectedness     

Michael?J.?KarcherEmail author  Yun?Lee 《Asia Pacific Education Review》2002,3(1):92-114

Theories of adolescent connectedness suggest that adolescents strive to become connected by engaging with and valuing the people, activities, and worlds in their social ecology. The purpose of this study was to examine the psychometric properties of a measure designed to assess these worlds of connectedness among 320 junior high school students in Taiwan. The subscales and composite scales evidenced satisfactory reliability and concurrent validity. A hypothesized three-factor, higher order structural model of connectedness was cross-validated. Girls were generally more connected than boys. Both connectedness to school and to friends explained more variance in connectedness to self than did family connectedness. There was mixed support for separation-individuation processes. The measure appears promising in terms of future research on adolescent social development in the Asia Pacific.  相似文献   

Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension     

Burnham D  Leigh G  Noble W  Jones C  Tyler M  Grebennikov L  Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404

Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications.  相似文献   

Conservation of length and instruction in linear measurement in young children     

Susan R. Smith  Cecil R. Trueblood  Michael Szabo 《科学教学研究杂志》1981,18(1):61-68

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Women,Culture, and Morality*     

Michael S. Littleford 《Educational theory》1989,39(3):273-280

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Balancing varied assessment functions to attain systemic validity: Three is the magic number     

Daniel T. Hickey  Steven J. Zuiker  Gita Taasoobshirazi  Nancy Jo Schafer  Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180

Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use.  相似文献   

Early Identification and Intervention: Head Start's Response to Mental Health Challenges     

Michael L. Lopez  Louisa B. Tarullo  Steven R. Forness  Cheryl A. Boyce 《Early education and development》2000,11(3):265-282

Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health.  相似文献   

Re-engaging disconnected youth: Transformative learning through restorative and social justice education     

Michael McVey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(5):647-649

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Discovering the Laws of Sampling     

Keith Rennolls  Michael Massay 《Teaching Statistics》1991,13(3):71-73

That the sample mean and variance are “good” estimates of the corresponding population parameters is easily accepted as “obvious” by students, but the concept of standard error of the mean is often found to be quite a hurdle. That this standard error decreases inversely as the square-root of the sample size, and the mysterious appearance of the Normal distribution, are often taken as magical and incomprehensible effects, and non-mathematical students can often be turned away from further understanding. This article describes a program which provides an experimental framework in which the student can rapidly develop an intuition for the basic properties of sampling.  相似文献   

Promoting technology integration through collaborative apprenticeship   总被引：2，自引：0，他引：2  

Evan Glazer  Michael J. Hannafin  Liyan Song 《Educational technology research and development : ETR & D》2005,53(4):57-67

Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.  相似文献   

The nexus between college choice and persistence   总被引：2，自引：3，他引：2  

Edward P. St. John  Michael B. Paulsen  Johnny B. Starkey 《Research in higher education》1996,37(2):175-220

Initial student commitments have long been considered an influence on persistence, but the reasons why students choose to attend a college have seldom been considered as dimensions of initial commitments that could influence persistence processes and outcomes. This study used NPSAS-87 to examine the influence of finance-related reasons for choosing a college on persistence decisions. The findings include (1) finance-related choices have direct and indirect influences on whether students persist in college; and (2) market-based, monetary measures of financial aid, tuition costs, housing costs, and other living costs have a substantial direct effect on persistence.  相似文献