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The purpose of this study was to determine whether adult children of alcoholics (ACOAs) on college campuses have a more problematic style of drinking compared with their non-ACOA counterparts. Results indicated that ACOAs endorsed more problematic drinking patterns than did non-ACOAs. Implications discussed include identification of ACOAs and their specific counseling. 相似文献
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Marjorie Armstrong-Stassen Margaret Landstrom Ramona Lumpkin 《The Information Society》1998,14(2):153-164
This study examined how students who had no prior experience with videoconferencing would react to the use of videoconferencing as an instructional medium. Students enrolled in seven different courses completed a questionnaire at the beginning of the semester and again at the end of the semester. Students at the origination and remote sites did not differ in their reactions toward videoconferencing but there was a significant difference for gender. Women reacted less favorably to videoconferencing. Compared to the beginning of the semester, students reported significantly less positive attitudes toward taking a course through videoconferencing at the end of the semester. There were no significant differences in students' attitudes toward videoconferencing across courses at the beginning of the semester but there were significant differences across the courses at the end of the semester. The results suggest the need for better preparation for both students and instructors. 相似文献
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Bradley T. Erford Donna L. Bagley James A. Hopper Ramona M. Lee Kathleen A. Panagopulos Denise B. Preller 《Psychology in the schools》1998,35(2):127-135
The Math Essential Skill Screener–Elementary Version (MESS-E) is a screener devised to identify primary grade students at risk for math difficulties. Item analysis, interitem consistency, test–retest reliability, decision efficiency, and construct validity of the MESS-E were studied using four independent samples of boys and girls grades 1–3 (aged 6–8). Item analysis revealed median item difficulty of .64 and median item discrimination of .75. Interitem consistency was .92 (n = 171) and .94 (n = 711), while 30-day test–retest reliability was .86 (n = 125). Exploratory factor analysis indicated a one-factor solution accounting for 37% of observed variance. LISREL 7 confirmatory factor analysis procedures determined that the one-factor model fit the standardization sample data poorly (goodness-of-fit index = .729, χ2 to df ratio = 9.91). The MESS-E yielded concurrent validity coefficients (n = 171) of .74 with the Woodcock–Johnson: Tests of Achievement–Revised (WJ-R) Math Cluster, .80 with the Wide-Range Achievement Test–Revised (WRAT-R) Arithmetic subtest and .73 with the KeyMath-R Operations Area standard scores. A diagnostic efficiency study yielded a total predictive value (TPV) of .93, sensitivity = .98, specificity = .88, positive predictive power (PPP) = .89, negative predictive power (NPP) = .98, and incremental validity = 39%. The MESS-E displayed a slight tendency to overidentify children potentially at risk for math difficulties. © 1998 John Wiley & Sons, Inc. 相似文献
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This study documents our efforts to implement an ‘ethic of discomfort’ and a ‘pedagogy of discomfort’ in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia, is often invisible and disincentivized. This study examines the following: (1) grappling with students’ emotional reactions that stem from discomfort, (2) engaging in public emotional discourses, (3) negotiating the political dimensions of teaching diverse students, and (4) remaining emotionally available to students as they work through these ideas in their own lives. The implications of this study address the types of preparation and support teacher educators need to facilitate the transformative potential of a pedagogy and an ethic of discomfort. While pre-service teacher education is considered a safe and productive learning space for students to be discomforted, questions are posed regarding the safety for pre-tenured teacher educators involved in this process. We offer a typology of emotional work from a teacher educator perspective in teaching multicultural education. 相似文献
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Thomas J. DeStefano Ramona N. Mellott Jerry D. Petersen 《Journal of College Counseling》2001,4(2):113-121
This study compared adaptation to college for students receiving counseling at a university counseling center with adaptation by control counterparts. Students receiving counseling initially reported lower adaptation scores as measured by the Student Adaptation to College Questionnaire. After counseling, scores no longer differentiated between the 2 groups. Results suggest that counseled students were affected positively by this experience. 相似文献
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In family childcare, the program of services is situated within in the providers' own homes. The purpose of this inquiry is to review the literature from special education in light of current practices in family childcare. In addition, key characteristics unique to the provider's care giving program will be examined in relation to the needs of children with disabilities and their families. Finally, recommendations for establishing coordinated efforts among professional support systems and providers on behalf of such children will be defended. 相似文献
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This study presents a first look at the diffusion of electronic campaign finance laws, or e-disclosure policies, across the 50 states. Fifty state data and multivariate regression analysis test the influence of state professional networks and interest groups on the extent of e-disclosure implementation across the states. Findings demonstrate that certian types of interest groups are influential in expanding or retarding the growth of e-disclosure policies when controlling for other factors. Findings also demonstrate that greater levels of legislative professionalism, education, and state resources support greater levels of implementation of e-disclosure policies. Greater levels of state infrastructure capacity for e-government are also significant predictor of more extensive e-disclosure implementation. Findings have implications for emerging research at the intersection of technology and democracy. 相似文献