Between the local and the global: organized research units and international collaborations in the health sciences     

Creso M. Sá  Anatoly Oleksiyenko 《Higher Education》2011,62(3):367-382

Organized research units—also known as centers, institutes, and laboratories—are increasingly prominent in the university. This paper examines how ORUs emerge to promote global agendas and international collaborations in an academic health center in North America. The roles these units play in helping researchers work across institutional and national boundaries are identified and analyzed. The concept of boundary organizations is employed to explain the features of ORUs and the challenges they face. Findings provide insight into how such units operate between local and global mandates, interest groups, and sources of influence, helping to extend university research into the global space.  相似文献   

The impact of a peer-tutoring program on quality standards in higher education     

José L. Arco-Tirado  Francisco D. Fernández-Martín  Juan-Miguel Fernández-Balboa 《Higher Education》2011,62(6):773-788

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.  相似文献   

Spurious Latent Classes in the Mixture Rasch Model     

Natalia Alexeev  Jonathan Templin  Allan S. Cohen 《Journal of Educational Measurement》2011,48(3):313-332

Mixture Rasch models have been used to study a number of psychometric issues such as goodness of fit, response strategy differences, strategy shifts, and multidimensionality. Although these models offer the potential for improving understanding of the latent variables being measured, under some conditions overextraction of latent classes may occur, potentially leading to misinterpretation of results. In this study, a mixture Rasch model was applied to data from a statewide test that was initially calibrated to conform to a 3‐parameter logistic (3PL) model. Results suggested how latent classes could be explained and also suggested that these latent classes might be due to applying a mixture Rasch model to 3PL data. To support this latter conjecture, a simulation study was presented to demonstrate how data generated to fit a one‐class 2‐parameter logistic (2PL) model required more than one class when fit with a mixture Rasch model.  相似文献   

Problem analysis: Examining the selection and evaluation of data during problem‐solving consultation     

Markeda L. Newell  Terrance S. Newell 《Psychology in the schools》2011,48(10):943-957

The purpose of this study was to analyze how school psychologists engaged in problem analysis during problem‐solving consultation. Five aspects of the problem analysis process were examined: 1) the types of questions participants asked during problem identification, 2) the types of data participants requested, 3) the frequency of requests for each type of data, 4) the use of multiple methods and sources of data across multiple domains, and 5) the criteria used to interpret the data. Four school psychologists were recruited to each complete three fictional consultation cases within a computer‐simulated environment. A qualitative case study method was used. The results of this study revealed how school psychologists used theory, a multidimensional assessment framework, and self‐referent data to analyze a problem. Implications for future research are discussed. © 2011 Wiley Periodicals, Inc.  相似文献   

II. DEVELOPMENT OF ADOPTED CHILDREN WITH HISTORIES OF EARLY ADVERSITY     

Femmie Juffer  Jesús Palacios  Lucy Le Mare  Edmund J. S. Sonuga‐Barke  Wendy Tieman  Marian J. Bakermans‐Kranenburg  Panayiota Vorria  Marinus H. van IJzendoorn  Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61

This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored.  相似文献   

V. THE NEUROBIOLOGICAL TOLL OF EARLY HUMAN DEPRIVATION     

Charles A. Nelson III  Karen Bos  Megan R. Gunnar  Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146

Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume.  相似文献   

Mother–child joint writing in Chinese kindergarteners: metalinguistic awareness,maternal mediation and literacy acquisition     

Dan Lin  Catherine McBride‐Chang  Dorit Aram  Iris Levin 《Journal of Research in Reading》2011,34(4):426-442

The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition.  相似文献   

Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition     

Christelle Nithart  Elisabeth Demont  Marie‐Noëlle Metz‐Lutz  Steve Majerus  Martine Poncelet  Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.  相似文献   

The development of reading interest and its relation to reading ability     

John R. Kirby  Angela Ball  B. Kelly Geier  Rauno Parrila  Lesly Wade‐Woolley 《Journal of Research in Reading》2011,34(3):263-280

The development of interest in reading and its relationship to reading ability was examined longitudinally in 117 children in Grades 1–3. Interest in reading was measured by eight items from the Elementary Reading Attitude Survey. Less able readers had lower interest in reading, but their development was parallel to that of more able readers. Interest in reading in Grade 1 was weakly correlated with Grade 3 reading ability, but correlations were lower for interest measured in Grades 2 and 3. Hierarchical regression analyses indicated weak and inconsistent effects of reading interest on reading ability after controlling general cognitive ability, SES, phonological awareness and naming speed. It is concluded that interest in reading has only a weak relationship to reading ability in the early elementary years, and that much of that relationship overlaps with the effects of other more powerful predictors.  相似文献   

Event-related potentials: search for positive and negative child-related schemata in individuals at low and high risk for child physical abuse     

Milner JS  Rabenhorst MM  McCanne TR  Crouch JL  Skowronski JJ  Fleming MT  Hiraoka R  Risser HJ 《Child abuse & neglect》2011,35(4):249-266

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