War,sport and the Anzac tradition     

Mark Rowe 《Sport in History》2018,38(3):417-419

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Performing Motherhood: Introduction to a Special Issue on Mothering in Children’s and Young Adult Literature     

Karen Coats  Lisa Rowe Fraustino 《Children‘s Literature in Education》2015,46(2):107-109

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Examining Effectiveness and Validity of Accommodations for English Language Learners in Mathematics: An Evidence-Based Computer Accommodation Decision System     

Jamal Abedi  Yu Zhang  Susan E. Rowe  Hansol Lee 《Educational Measurement》2020,39(4):41-52

Research indicates that the performance-gap between English Language Learners (ELLs) and their non-ELL peers is partly due to ELLs' difficulty in understanding assessment language. Accommodations have been shown to narrow this performance-gap, but many accommodations studies have not used a randomized design and are based on relatively small sample sizes. Addressing such issues, we administered a standard-based mathematics assessment to approximately 3,000 Grade 9 ELL and non-ELL students under five different language-based accommodations. Results indicate that many of these accommodations did not produce significant gains for the recipients. Some even had a negative impact. We believe several factors may explain these findings. First, newer assessments, including those developed for this study, may have been linguistically modified to the point that further modification has only a limited effect. Second, the language of instruction may have not adequately prepared students for the assessment. If the language of instruction (textbook, etc.) contains unnecessary linguistic complexity, then students may not have had the opportunity to learn the assessed content. A third factor is students’ unfamiliarity with these accommodations because they are seldom used in classroom instruction and teacher assessments. We discuss our findings and implications for policymakers, assessment developers, practitioners, and researchers.  相似文献   

An investigation into the factors affecting knowledge management adoption and practice in the life insurance business     

Li-Su?HuangEmail author  Mohammed?Quaddus  Anna L?Rowe  Cheng-Po?Lai 《知识管理研究与实践》2011,9(1):58-72

Knowledge management (KM) is crucial for organizations to enhance competitive advantage. While the issues of KM have been widely discussed by numerous researchers, there is a paucity of studies pertaining to KM adoption and practice for the life insurance industry. Therefore, this paper aims to investigate the main factors affecting the life insurance business in adopting and applying KM. An exploratory field study utilizing an inductive methodology involving a multiple-case study approach was undertaken by conducting interviews with 10 key knowledge workers from life insurance enterprises in various stages of KM development and use. We utilized content analysis techniques to identify the factors with their associated variables and further developed a research model. This study offers a comprehensive model for future KM research and provides managerial implications for organizations, particularly life insurance enterprises, to better realize the worth of KM and the possible impediments involved in the processes of adopting and implementing KM.  相似文献   

The role of pictures and gestures as nonverbal aids in preschoolers’ word learning in a novel language     

Meredith L. Rowe  Rebecca D. SilvermanBridget E. Mullan 《Contemporary educational psychology》2013

Previous research suggests that presenting redundant nonverbal semantic information in the form of gestures and/or pictures may aid word learning in first and foreign languages. But do nonverbal supports help all learners equally? We address this issue by examining the role of gestures and pictures as nonverbal supports for word learning in a novel (e.g. original/pretend) language in a sample of 62 preschoolers who differ in language abilities, language background, and gender. We tested children’s ability to learn novel words for familiar objects using a within-subjects design with three conditions: word-only; word + gesture; word + picture. Children were assessed on English translation, immediate comprehension and follow-up comprehension 1 week later. Overall performance on the tasks differed by characteristics of the learners. The importance of considering the interplay between learner characteristics and instructional strategies is discussed.  相似文献   

Supporting Maternal Transition: Continuity,Coaching, and Control     

Jennifer Rowe  Margaret Barnes  Stephanie Sutherns 《The Journal of perinatal education》2013,22(3):145-155

The transition from maternity services to community child health services on discharge from hospital occurs at a potentially vulnerable time for women in their transition through the childbearing/early parenting continuum. Their experiences contribute to their developing maternal efficacy and parenting skill. The ideal attributes of services that aim to support women and their families during this time include continuity of care, service integration, and birth in accessible, community-based contexts. The purpose of this study was to investigate aspects of maternal experience of mothers attending with their infants a publicly funded drop-in postnatal health-care service, as well as their reasons for attending and their perceptions of its usefulness to them as a mechanism of continuity and a source of support.  相似文献   

Modeling Educational Effectiveness in Classrooms: The Use of Multi-Level Structural Equations to Model Students’ Progress     

Kenneth K.J. Rowe  Peter W. Hill 《Educational Research and Evaluation》2013,19(4):307-347

Long-standing and enduring problems in quantitative studies of educational effectiveness relate to fitting models that adequately reflect the complex inter-relationships among multivariate, multilevel factors affecting students’ educational progress, particularly among those that operate within classrooms. This article illustrates one approach to solving such difficulties by combining the analytic approaches of multilevel analysis and structural equation modeling in a two-stage process. The data used are drawn from a longitudinal study of teacher and school effectiveness for three Grade-level cohorts of 4,558 students clustered within 334 class/teacher groups in 52 elementary schools. The article provides estimates of inter-relationships among achievement and social background factors including ‘critical events’ on students’ progress in mathematics, together with their affective schooling experiences and inattentive behaviors in the classroom. Findings are presented indicating the extent to which progress can be accounted for by the grouping effects of students within classes and schools, highlighting the importance of accounting for the interdependent effects among variables. Both the substantive and methodological implications of the findings are discussed. Résumé De longue date et de manière persistante, les problèmes posés dans les études quantitatives sur l’efficacité de l’enseignement tiennent à la capacité d’élaborer des modèles qui reflètent de manière adéquate la complexité des interrelations parmi les multiples variables, avec leurs multiples niveaux, qui interviennent dans la progression des étudiants, particulièrement en ce qui concerne celles qui opèrent à l’intérieur même des classes dans les écoles. Cet article présente une approche cherchant à résoudre de telles difficultés en combinant les techniques de l’analyse multivariée avec un modèle d'équation structurale impliquant un processus à deux niveaux. Les données utilisées sont tirées d’une étude longitudinale sur l’efficience des écoles et des enseignants portant sur des cohortes de trois degrés scolaires touchant 4558 élèves provenant de 334 groupes classe/enseignant dans 52 écoles élémentaires. L’article fournit des estimations concernant les interrelations entre la réussite scolaire et des facteurs relevant de l’environnement social incluant des “événements critiques” dans la progression des élèves en mathématiques, mis en rapport avec leur expérience scolaire affective et des comportements inattentifs en classe. Les conclusions présentées indiquent la mesure dans laquelle le progrès peut être expliqué par des effets de groupes d’élèves à l’intérieur des classes et des écoles. Elles éclairent l’importance de la prise en compte de l’interdépendance des éléments parmi les variables. La justification et les implications méthodologiques des conclusions sont discutées. (Traduction: Raymond Hutin, Dr ès sciences de l’éducation, Dardagny / Suisse)  相似文献   

What is the evidence that poster presentations are effective in promoting knowledge transfer? A state of the art review     

Dragan Ilic  Nicholas Rowe 《Health information and libraries journal》2013,30(1):4-12

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Do Social Stories Benefit Children with Autism in Mainstream Primary Schools?   总被引：4，自引：0，他引：4  

Carol Rowe 《British Journal of Special Education》1999,26(1):12-14

The winner of the 1998 Stanley Segal Award, Carol Rowe, a specialist teacher with the Kent Behaviour Support Service who works in primary schools, reports on a small scale research project to investigate the possible benefits of a technique, 'social stories', for a pupil with an autistic spectrum disorder in a mainstream primary school.  相似文献   

Systematic review of young children's writing on screen: what do we know and what do we need to know     

Natalia Kucirkova  Deborah Wells Rowe  Lucy Oliver  Laura E. Piestrzynski 《Literacy》2019,53(4):216-225

Writing is part and parcel of children's active meaning‐making on and with screens, but it has been relatively neglected in the literature focused on children's digital literacies. This study synthesises existing empirical evidence focused on young children's (aged between 2 and 8 years) writing on screen and identifies the relationships between dominant themes in published literature and contemporary theories of children's technology use. A systematic literature review that included studies from diverse disciplines yielded 21 papers. Constant comparative analysis generated five themes that indicate four key directions for future research. We call attention to researchers' theoretical framing to supplement mono‐disciplinary approaches and single levels of analysis. We suggest that future research should provide greater specification of the purpose of children's writing on screen and the different types of tools and applications supporting the activity. We also highlight the need for interdisciplinary approaches that would capture the composing stages involved in the writing process with and around screens. Finally, we point out possible age‐related differences in documenting and reporting the composing process in classrooms. Overall, limitations in the current evidence base highlight the need for research conducted from a critical perspective and focused more directly on multimodality.  相似文献