Person-Environment Fit and its Effects on University Students: A Response Surface Methodology Study     

Brad Gilbreath  Tae-Yeol Kim  Brooke Nichols 《Research in higher education》2011,52(1):47-62

The amount of time, effort, and money expended in pursuit of a college degree makes it important that students choose a university that is a good fit for them. Unfortunately students often determine whether a university is a fit for them through trial and error. This research investigated student-university fit and its relationship with satisfaction and well-being. We assessed student-university fit by developing 18 fit factors and measuring needs for, and supplies of, those factors. We tested our hypotheses using polynomial regression analysis and response surface methodology. Data from 228 students suggest that student-university fit is predictive of students?? satisfaction with their university and psychological well-being.  相似文献   

Spectacular Blackness: The Cultural Politcs of the Black Power Movement and the Search for a Black Aesthetic Amy Abugo Ongiri. Charlottesville: University of Virginia Press, 2010.     

Rebecca Hooker 《Journal of American culture (Malden, Mass. : 2003)》2011,34(3):314-314

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A RE-AIM evaluation of theory-based physical activity interventions     

Antikainen I  Ellis R 《运动与训练心理学杂志》2011,33(2):198-214

Although physical activity interventions have been shown to effectively modify behavior, little research has examined the potential of these interventions for adoption in real-world settings. The purpose of this literature review was to evaluate the external validity of 57 theory-based physical activity interventions using the RE-AIM framework. The physical activity interventions included were more likely to report on issues of internal, rather than external validity and on individual, rather than organizational components of the RE-AIM framework, making the translation of many interventions into practice difficult. Furthermore, most studies included motivated, healthy participants, thus reducing the generalizability of the interventions to real-world settings that provide services to more diverse populations. To determine if a given intervention is feasible and effective in translational research, more information should be reported about the factors that affect external validity.  相似文献   

“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality     

Rebecca J. Bulotsky-Shearer  Elizabeth R. Bell  Tracy M. Carter  Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840

Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed.  相似文献   

Co-opting the Smarts: Why Zak Kukoff’s Autism Ambassadors Matters     

Rebecca Ling 《International Journal of Disability, Development & Education》2014,61(2):178-182

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Domestic abuse prevention education: listening to the views of young people     

Claire L. Fox  Rebecca Hale  David Gadd 《Sex education》2014,14(1):28-41

This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10–11 years, and 13–14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who).  相似文献   

Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval     

Jennifer R. Laude  Jessica P. Stagner  Rebecca Rayburn-Reeves  Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46

Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally.  相似文献   

The Dominance Concept Inventory: A Tool for Assessing Undergraduate Student Alternative Conceptions about Dominance in Mendelian and Population Genetics     

Joel K. Abraham  Kathryn E. Perez  Rebecca M. Price 《CBE life sciences education》2014,13(2):349-358

Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach''s alpha) was 0.77, while test–retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance.  相似文献   

Optimizing Learning of Scientific Category Knowledge in the Classroom: The Case of Plant Identification     

Bruce K. Kirchoff  Peter F. Delaney  Meg Horton  Rebecca Dellinger-Johnston 《CBE life sciences education》2014,13(3):425-436

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