COMMUNICATION,COLLABORATION, AND COMPLEXITY: PERSONAL THEORY BUILDING IN CONTEXT     

Deborah Burk Rodgers  Maylan Dunn 《Journal of Early Childhood Teacher Education》2013,34(2):273-280

  相似文献   

The trend of reading standards re‐assessed     

Bryan Rodgers 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):153-166

For over a century there have been frequent criticisms of the standard of educational attainment in England and Wales and, in many instances, it has been alleged that a decline has taken place. In contrast, the little factual evidence that is available indicates a considerable improvement over this period, but a reversal of the trend may have occurred between the national reading surveys of 1961 and 1971. Findings from the Medical Research Council's National Survey of Health and Development suggest that figures from the 1961 national reading survey overestimated the standard of reading of 15‐year‐olds and that there was no significant decline during the 1960s. Demands for changes in educational policy and practice, which rest on the presumption of falling standards, have little justification.  相似文献   

The persuasive effects of statistical evidence in the presence of exemplars     

Franklin J. Boster  Kenzie A. Cameron  Shelly Campo  Wen‐Ying Liu  Janet K. Lillie  Esther M. Baker 《Communication Studies》2013,64(3):296-306

This paper explores the impact of statistical evidence by varying it while pairing it with a constant set of exemplars. The resulting design includes a condition in which the statistical information and the exemplars advocate the same position (consistent condition), one in which statistical information and the exemplars advocate different positions (inconsistent condition), and a third condition in which only exemplars are presented (control condition). The data indicate that statistical evidence has a substantial effect on judgments, and that the impact of statistical evidence on attitudes is indirect. Specifically, it is mediated by judgments.  相似文献   

Revamping Our Courses for the New Semester; How Is Everyone Doing?     

Shelly J. Schmidt 《Journal of Food Science Education》2014,13(4):57-58

  相似文献   

MakeAbility: Creating Accessible Makerspace Events in a Public Library     

Tara Brady  Camille Salas  Ayah Nuriddin  Walter Rodgers  Mega Subramaniam 《Public Library Quarterly》2014,33(4):330-347

  相似文献   

Racial Identity,Centrality and Giftedness: An Expectancy-Value Application of Motivation in Gifted African American Students     

Kelly A. Rodgers 《Roeper Review》2013,35(2):111-120

This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided.  相似文献   

Hindsight is 2020     

Shelly J. Schmidt 《Journal of Food Science Education》2020,19(3):110-115

  相似文献   

Evidence for a multidimensional self-efficacy for exercise scale     

Rodgers WM  Wilson PM  Hall CR  Fraser SN  Murray TC 《Research quarterly for exercise and sport》2008,79(2):222-234

This series of three studies considers the multidimensionality of exercise self-efficacy by examining the psychometric characteristics of an instrument designed to assess three behavioral subdomains: task, scheduling, and coping. In Study 1, exploratory factor analysis revealed the expected factor structure in a sample of 395 students. Confirmatory factor analysis (CFA) confirmed these results in a second sample of 282 students. In Study 2, the generalizability of the factor structure was confirmed with CFA in a randomly selected sample of 470 community adults, and discriminant validity was supported by theoretically consistent distinctions among exercisers and nonexercisers. In Study 3, change in self-efficacy in conjunction with adoption of novel exercise was examined in a sample of 58 women over 12 weeks. Observed changes in the three self-efficacy domains appeared to be relatively independent. Together, the three studies support a multidimensional conceptualization of exercise self-efficacy that can be assessed and appears to be sensitive to change in exercise behavior.  相似文献   

Teaching Beyond Course Content          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2015,14(2):31-32

  相似文献   

Topping the Classroom Charts: Teaching Criminological Theory Using Popular Music     

Reneè D. Lamphere  Nakita M. Shumpert  Shelly L. Clevenger 《Journal of Criminal Justice Education》2015,26(4):530-544

Today’s students are entering college having been immersed in media to an extent that has not been seen previously. The media-driven influence on college students has led many educators to use non-traditional mediums to engage their classes in meaningful learning experiences. Many educators advocate for the use of music and/or musical lyrics as a non-traditional teaching tool, specifically to illustrate the basic concepts of criminological theory. While many types of songs and lyrics could be used to teach criminological theory to undergraduate college students, the emphasis of this particular paper is on the use of popular music. Included is a discussion of using non-traditional instruction in the college classroom, student examples of theory application to popular music, and suggestions for implementing popular music in the classroom.  相似文献