Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program     

Sarah Grace  Regina Day Langhout 《The Urban Review》2014,46(4):703-724

The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational settings? We aligned Fink’s taxonomy (Creating significant learning experiences: an integrated approach to designing college courses. Jossey-Bass, San Francisco, 2003) to Freire’s (The pedagogy of the oppressed. Continuum, New York, 1970/2000) banking concept and problem-posing educational models. All adult questions were categorized from twelve randomly selected yPAR sessions over 2 years. The program served 4th and 5th grade students. Of the 500+ questions adults asked, 17 % were foundational (aligned with Freire’s banking concept). All other questions were aligned with Freire’s problem-posing model. Specifically, 34 % were application, 3 % were integration, 15 % were caring, 11 % were human dimension, and 8 % were learning how to learn questions. By studying question asking patterns and practices, we gained a better understanding of how students and adults navigated this particular after school space, which, at its core, sought to disrupt conventional notions of power and status.  相似文献   

Towards an understanding of how children read and spell irregular words: the role of nonword and orthographic processing skills     

Rhona Johnston  Sarah McGeown  Gerri Elizabeth Moxon 《Journal of Research in Reading》2014,37(1):51-64

This study examined, in 180 children aged from 6 to 9 years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi‐regular nature of irregular words, it was found that nonword reading was a large and significant predictor of irregular word reading even when entered into a regression analysis after all of the other variables. However, irregular word spelling was equally well predicted by orthographic and nonword reading skills. The results are discussed in relation to models of word reading and reading development.  相似文献   

Gender differences in inference generation by fourth‐grade students     

Virginia Clinton  Ben Seipel  Paul van den Broek  Kristen L. McMaster  Panayiota Kendeou  Sarah E. Carlson  David N. Rapp 《Journal of Research in Reading》2014,37(4):356-374

The purpose of this study was to determine if there are gender differences among elementary school‐aged students in regard to the inferences they generate during reading. Fourth‐grade students (130 females; 126 males) completed think‐aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen's d = .34, p = .01; Cohen's d = .26, p = .04, respectively). In contrast, there was no evidence for gender differences in other types of think‐aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory.  相似文献   

The role of self-study time in freshmen’s achievement     

Sarah Doumen  Jan Broeckmans  Chris Masui 《教育心理学》2014,34(3):385-402

Although invested study time is expected to relate to exam performance, research findings have been mixed. Therefore, the current study examined (a) the role of self-study time above and beyond relevant student characteristics, affective-motivational processes (i.e. academic self-efficacy, learning goal orientation, and action-state orientation) and the cognitive learning activities deployed while studying the course (i.e. deep, stepwise, and concrete processing), and (b) whether the effect of self-study time on course grade is moderated by these affective-motivational and cognitive learning activities and/or by student characteristics. Ninety three freshmen following a Macro-Economics course and 70 freshmen enrolling in Financial Accounting 2 participated. For Macro-Economics, self-study time predicted course grade above and beyond relevant student characteristics, the degree of class attendance, and course-specific affective-motivational and cognitive learning activities. No interaction effects were obtained. For Financial Accounting 2, students only benefited from more self-study time when they made few exercises.  相似文献   

Multidimensional model to assess the readiness of Saudi Arabia to implement evidence based child maltreatment prevention programs at a large scale     

Maha A. Almuneef  Mohamed Qayad  Ismail K. Noor  Majid A. Al-Eissa  Fadia S. AlBuhairan  Sarah Inam  Christopher Mikton 《Child abuse & neglect》2014

There has been increased awareness of child maltreatment in Saudi Arabia recently. This study assessed the readiness for implementing large-scale evidence-based child maltreatment prevention programs in Saudi Arabia. Key informants, who were key decision makers and senior managers in the field of child maltreatment, were invited to participate in the study. A multidimensional tool, developed by WHO and collaborators from several middle and low income countries, was used to assess 10 dimensions of readiness. A group of experts also gave an objective assessment of the 10 dimensions and key informants’ and experts’ scores were compared. On a scale of 100, the key informants gave a readiness score of 43% for Saudi Arabia to implement large-scale, evidence-based CM prevention programs, and experts gave an overall readiness score of 40%. Both the key informants and experts agreed that 4 of the dimensions (attitudes toward child maltreatment prevention, institutional links and resources, material resources, and human and technical resources) had low readiness scores (<5) each and three dimensions (knowledge of child maltreatment prevention, scientific data on child maltreatment prevention, and will to address child maltreatment problem) had high readiness scores (≥5) each. There was significant disagreement between key informants and experts on the remaining 3 dimensions. Overall, Saudi Arabia has a moderate/fair readiness to implement large-scale child maltreatment prevention programs. Capacity building; strengthening of material resources; and improving institutional links, collaborations, and attitudes toward the child maltreatment problem are required to improve the country's readiness to implement such programs.  相似文献   

Practising empathy: enacting alternative perspectives through imaginative play     

Sue Waite  Sarah Rees 《Cambridge Journal of Education》2014,44(1):1-18

This article reports on a collaborative study using an innovative methodology, based on ‘insiders’ who are Steiner practitioners knowledgeable and practised in Steiner philosophy and ‘outsiders’ from UK mainstream early years and primary perspectives. Although the study as a whole focused on assessment and observation used in Steiner kindergartens, it yielded a rich data source on imaginative play that offers practice in empathy. We contextualise the data presented from a Steiner perspective in the wider literature on the imagination and affect in order to theorise how such play develops empathy through its links to feelings and prosocial behaviour. We critically examine how empathy and the imagination are nurtured in the context of eight kindergarten classes in five Steiner schools in England in order to illustrate how these conditions might also help other early years and primary schooling to foster long-term benefits for ethical and fulfilling lives through encouraging empathic understanding.  相似文献   

Beyond Satisfaction: Understanding and Promoting the Instructor-Librarian Relationship     

Margaret Bausman  Sarah Laleman Ward  John Pell 《New Review of Academic Librarianship》2014,20(2):117-136

This article reports upon the assessment and research activities undertaken by a research group of faculty librarians at Hunter College regarding the perceptions, awareness, and usage of library services by non-librarian faculty members. Given the initial directive to measure faculty satisfaction with library services, the research group developed an ongoing action-research protocol to pursue more meaningful assessments of faculty awareness and use of library services and resources. The researchers employed both qualitative and quantitative methodologies, gathering data through informal information groups with faculty members and through an online survey measuring faculty awareness of library resources and services (Faculty Awareness of Library Services (FALS)). The findings show that while Hunter faculty value relational engagement with the library, they are more frequently aware of non-relational, self-service library resources. Further, the data suggest that tenured faculty members are aware of library services at a higher rate than tenure-track faculty. This data forms the foundation of an on-going action-research protocol to assess long-term trends, the products of which will continue to inform faculty services, outreach, and programming.  相似文献   

DIY ERM (Do-It-Yourself Electronic Resources Management) for the Small Library     

Sarah Hartman-Caverly  Kate B. Moore 《期刊图书馆员》2014,66(1-4):227-231

Sarah Hartman-Caverly’s presentation gave audience members an overview of how she designed and built an electronic resources management (ERM) system using Microsoft Access 2010. She discussed why she used a homegrown ERM as well as the principles she used for good system design. Finally, she reviewed the tools she used for creating her own system, including use case analysis, data analysis, database tables and relationships, and forms.  相似文献   

Reference Education: A Test Bed for Collaborative Learning     

Loriene Roy  Sarah E. Williams 《The Reference Librarian》2014,55(4):368-374

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对英国住宅区域几种新型雨水收集利用系统的初步可持续性评估(英文)   总被引：1，自引：0，他引：1  

PeterMelville-Shreeve SarahWard  DavidButler 《东南大学学报》2014,(2):135-142

由于缺乏对住宅雨水收集利用(RWH)系统类型的创新,在英国日常生活中的雨水收集利用还不是很广泛.介绍了一系列传统和新型的住宅RWH系统的初步研究结果,并对这些RWH系统进行了研究,研究方法包括:专利申请搜索、对行业专家的非正式访问、成本效益分析和简单的多准则分析法(MCA).然后基于社会优先、经济优先和环境优先的标准,研究了这些系统的可持续性.其中,对2种新型的RWH系统进行了更为详细的分析,并与传统的RWH系统进行对比.多准则分析法结果表明,创新型系统在更少的资金消耗下,可持续性绩效要高于传统系统.进一步的研究重点在于模拟这些被鉴定的系统来产生经验性数据库,并应用于WLC/LACs,寻找设备安装中可能出现的挑战和问题.  相似文献