Prenatal cocaine exposure: a comparison of 2-year-old children in parental and nonparental care     

Brown JV  Bakeman R  Coles CD  Platzman KA  Lynch ME 《Child development》2004,75(4):1282-1295

Effects of prenatal cocaine exposure and parental versus nonparental care on outcome at 2 years of age were examined. The sample included 83 cocaine-exposed and 63 nonexposed children and their caregivers; 49 and 34 of the cocaine-exposed children experienced parental and nonparental care, respectively. Prenatal drug exposure was not related directly to children's outcome at 2 years of age. However, compared with cocaine-exposed children in parental care, those in nonparental care experienced a more optimal environment and performed better in several developmental domains at 2 years of age in spite of being at greater neonatal risk. Further analyses suggested that this protective effect of nonparental care was in part due to nonkin rather than kin care.  相似文献   

A refined definition of structure in teaching     

O. Roger Anderson 《科学教学研究杂志》1966,4(4):289-291

More on structure in teaching. Will the order of presentation of material influence production of logical relationships?  相似文献   

Assessing mentor academy program effectiveness using mixed methods     

Linda S. Behar-Horenstein  Xiaoying Feng  Alena Prikhidko  Yu Su  Huan Kuang  Roger B. Fillingim 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):109-125

The purpose of our study was to assess how an academic health center (AHC) mentor academy program affected mentor competence and optimized the mentor–mentee relationship. Mixed methods were used to assess the effectiveness of an AHC mentor program at a clinical translational science institute (CTSI). Twenty biomedical research faculty mentors took a validated survey and submitted reflective writings to discover if they corroborated or refuted statistically significant survey results. There was a significant improvement in participants’ confidence of mentor skills, integral mentoring quality, and the extent to which they fulfill mentees’ expectations. Males provided constructive feedback and helped mentees develop goal strategies more often compared to females. Reflective writings supported these findings yet refuted two survey findings. The use of a mixed methods approach offers novel insight into how mentoring programs benefit translational research mentoring capacity building and raises questions about the sole use of surveys as evidence of program effectiveness.  相似文献   

A flow-map method of representing cognitive structure based on respondents' narrative using science content     

O. Roger Anderson  Olive J. Demetrius 《科学教学研究杂志》1993,30(8):953-969

Increasing interest in science education research has focused on ways of representing cognitive structure in graphical and quantitative terms. A method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at major intervals in the sequence and in total. In keeping with constructivist models of information analysis, the elicitation of responses requires minimal intervention by the interviewer, and flow-map representation requires low inference for its construction, providing a convenient diagram of the sequential and multirelational thought patterns expressed by the respondent. The method is illustrated by analyzing interviews from students varying in academic achievement under two interview conditions that varied in emphasis on recall of multiple relationships. The illustrative data show that students of increasing academic ability produce flow maps of more complex patterns with more cross-relational linkages. These kinds of linkages, on the whole, increase with increased emphasis in the interview on recall of relationships.  相似文献   

The effects of varying structure in science content on the acquisition of Science Knowledge     

O. Roger Anderson 《科学教学研究杂志》1967,5(4):361-364

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Relationships between self-concept and achievement in a college genetics course     

Roger K. Cannon  Ronald D. Simpson 《科学教学研究杂志》1980,17(6):559-569

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Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome     

Kenneth M. Coll  Roger A. Stewart 《Journal of College Counseling》2002,5(2):135-141

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.  相似文献   

Realities and Feelings in the Work of Primary Heads     

Roger Revell 《Cambridge Journal of Education》1996,26(3):391-399

This article examines the affective nature of day‐to‐day primary school headship. The author points to differences in the kinds of tasks that heads do each day and suggests that these determine their prevailing feelings. A distinction is made between work that merely keeps the school operating and work that helps the head to shape the school. It is argued that the former provides few satisfactions for heads, while satisfactions gained from the latter are often transient. Spending time with children is an aspect of ‘personal work’ that provides heads with their most deeply felt satisfactions. One effect of the government's reforms is to intensify those features of heads’ work that offer little emotional sustenance, while eroding those that do  相似文献   

Using the Objective Borderline Method (OBM) to support Board of Examiners’ decisions in a medical programme     

Boaz Shulruf  Roger Booth  Heather Baker  Warwick Bagg  Mark Barrow 《Journal of Further & Higher Education》2017,41(3):425-434

Decisions about progress through an academic programme are made by Boards of Examiners, on the basis of students’ course assessments. For most students such pass/fail grading decisions are straightforward. However, for those students whose results are borderline (either at a pass/fail boundary or boundaries between grades) the exercise of some discretion by university staff is required. In the interests of the transparency of the exercise of this discretion and to increase the chances that the ‘right’ decision is made, we tested the validity of the second version of the Objective Borderline Method (OBM2) decision-making tool in a medical programme. Our results suggest that application of OBM2 provides valid data to help university staff make robust decisions about a student’s progression through a programme, and with which to defend these decisions if that should be required.  相似文献   

Errata     

Roger Kaufman 《Educational technology research and development : ETR & D》1978,26(3):281-281

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