School and home connections and children's kindergarten achievement gains: The mediating role of family involvement     

Claudia Galindo  Steven B. Sheldon 《Early childhood research quarterly》2012,27(1):90

Children's home and school are the most influential contexts in which learning and development occur, especially during early childhood. This paper builds on Bronfenbrenner's ecological theory and Epstein's theory of overlapping spheres of influence to examine school and family connections and their relationships to family involvement and students’ achievement gains. We used a nationally representative sample of kindergartners (16,425 students from 864 schools) and found that schools’ efforts to communicate with and engage families predicted greater family involvement in school and higher levels of student achievement in reading and math at the end of kindergarten. We also found that, on average, family involvement at school and parents’ educational expectations were associated with gains in reading and math achievement in kindergarten. We discuss the implications of our findings for policy makers, researchers, and practitioners.  相似文献   

ANDRAGOGY AND THE AGING ADULT LEARNER     

Sheldon L. Meyer 《Educational gerontology》2013,39(2):115-122

This article identifies the basic concepts and structures of pedagogy and andragogy as teaching‐learning strategies for aging adults. The distinguishing characteristics of andragogy are compared with the more traditional pedagogical processes. Andragogy is discussed as a relevant participatory adult education technique. The applicability of andragogy as a preretirement education process is explained and the task‐oriented training model of preretirement education is discussed. Aging adults are found to be competent, capable learners, and the andragogical process is one very effective way of assuring this end.  相似文献   

Historical Methods of Reshaping the Map of Learning     

Rothblatt  Sheldon 《Minerva》1999,37(3):281-293

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CAI - multimedia approach to farm tractor and machinery safety certification     

Roger L. Tormoehlen  Ernest J. Sheldon  William E. Field 《Education and Information Technologies》1999,4(2):153-165

Research was conducted at Purdue University with the primary goal to compare a newly developed self-instructional CAI/multimedia computer program with traditional instructional methods for use by youth enrolled in a farm tractor and machinery safety program. Seventy-two subjects selected from three 8th and 9th grade agricultural education classes and one group of middle school-aged youth (grades 6–19) involved in a 4-H tractor and machinery-related program were randomly divided, with half of each group receiving traditional instructor-based training using printed materials, videos, and demonstrations, and the other half receiving self-instruction with a computer program. A pretest and post test evaluation revealed that there was not a statistical difference in knowledge gained between the two instructional strategies. However, an analysis of low, middle and high achievement youth, based on knowledge gain, did reveal significant difference between the two instructional strategies. Subjects from the computer-based instructional method dominated both high and low achievement groups, while the traditional instructional method subjects tended to fall into the middle achievement group.  相似文献   

A Statistician's Approach to Goldbach's Conjecture     

Neil Sheldon 《Teaching Statistics》2003,25(1):12-13

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Recall agreement between actual and retrospective reports of competitive anxiety: a comparison of intensity and frequency dimensions     

Thomas O  Picknell G  Hanton S 《Journal of sports sciences》2011,29(5):495-508

Using a mixed-method design, we compared athletes' abilities to recall intensity and frequency of competitive anxiety. In Phase 1, performers (n = 35) completed the Competitive State Anxiety Inventory-2 (Martens, Burton, Vealey, Bump, & Smith, 1990) at four pre-competition and four post-competition intervals to compare actual and recalled responses. In Phase 2, follow up interviews (n = 6) explored the perceived mechanisms underpinning the quantitative results. Limits of agreement (Bland & Altman, 1999) analysis on the quantitative data indicated that, compared with intensity, memory for frequency was generally more reliable, and recall ability of this dimension was less biased for symptoms that occurred earlier in the week. Inductive analysis of the qualitative interviews suggested athletes were more attuned to the frequency rather than the intensity of their competitive anxiety symptoms. These findings provide support for the notion that the frequency of symptoms may act as a precursor for increasing anxiety levels and this dimension may be a more accurate reflection of experienced symptoms when recalling emotional accounts. The implications are that researchers and practitioners need to consider frequency in addition to intensity when seeking to manage anxiety responses during the time preceding competition.  相似文献   

Confessions of a reluctant demon     

Sheldon Hackney 《Academic Questions》1999,12(3):25-30

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Truth v. liberty: A confusion of priorities     

John Agresto  John Silver  David Riesman  Sheldon Hackney  Alan Charles Kors  Harvey A. Silvergate 《Academic Questions》1999,12(3):15-20

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Instructions for Authors     

Anna Sierpinska  Marie Sheldon 《Educational Studies in Mathematics》2004,57(1):149-155

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Resource sharing in a changing environment: edited by Chandra Prabha and Gay N. Dannelly, Library Trends, 45(3) (Winter 1997): 373–573     

Ted Sheldon 《The Journal of Academic Librarianship》1997,23(6):534-535

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