On the misinterpretation of histograms and box plots     

Stephanie Lem  Patrick Onghena  Lieven Verschaffel  Wim Van Dooren 《教育心理学》2013,33(2):155-174

Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky’s principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students’ reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky’s design principles provides a promising theoretical framework, which leads to various possibilities for future research.  相似文献   

Mythmaking in Alien Abduction Narratives   总被引：1，自引：1，他引：0  

Stephanie Kelley-Romano 《Communication quarterly》2013,61(3):383-406

Examination of alien abduction discourse has the potential to inform our understanding of symbolic practices. This essay uses 130 narratives of individuals who claim to have had contact with extraterrestrial beings to argue that alien abduction discourse is a living myth. This myth—the Myth of Communion—is rhetorically significant because it illustrates the formative power of narrative while also revealing certain characteristics about our cultural condition.  相似文献   

Addressing Violence in Middle Schools   总被引：1，自引：1，他引：0  

Stephanie M. Banks 《Clearing house (Menasha, Wis.)》2013,86(4):209-210

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New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions     

Elizabeth A. McDaniel  B. Dell Felder  Linda Gordon  Mary Ellen Hrutka  Stephanie Quinn 《Innovative Higher Education》2000,25(2):143-157

Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise.  相似文献   

New Designs for Exhibiting Small Mammals     

John Serrao  Stephanie Hale 《Curator: The Museum Journal》1975,18(3):177-181

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A new normal? Competing national cultural discourses and workers’ constructions of identity and meaningful work in Norway     

Ashley K. Barrett  Stephanie Dailey 《Communication monographs》2018,85(2):284-307

We examine how conceptions of identity and meaningful work are influenced by a nation's changing economic and political environment. We collected research in Norway – a country with a rich economy that has heavily relied upon oil production since the 1980s. Yet depleting oil resources are prompting an economic transformation. Twenty-seven interviews and a thematic analysis revealed how Norwegian workers safeguarded their traditional, collective workplace values, yet were simultaneously confronted with modern – more masculinized – workplace performances ushered in with the oil era. We contribute to theory by suggesting that work's meaningfulness is constructed by competing national cultural discourses that evolve over time. These discourses become narratives that citizens draw upon to evaluate work and to negotiate their personal and professional identities.  相似文献   

Multidimensional assessment of resilience in mothers who are child sexual abuse survivors     

Wright MO  Fopma-Loy J  Fischer S 《Child abuse & neglect》2005,29(10):1173-1193

OBJECTIVE: There has been relatively little attention given to positive adaptation following childhood sexual abuse (CSA), and typically such resilience has been explored primarily in the intrapersonal domain. This study explored questions about later resilience following CSA within a multidimensional framework by assessing resilience across intrapersonal, interpersonal, and intrafamilial domains. METHOD: This community sample consisted of 79 mothers with a history of CSA who had a child living at home with them. Participants completed four outcome measures (Center for Epidemiologic Studies--Depression Scale, Parenting Stress Index [PSI] Health Scale, PSI Parenting Competence Scale, and a measure of marital satisfaction). Risk and protective factors examined in relation to outcome included mother's age, socioeconomic status, severity of the CSA experience, coping strategy (avoidance, seeking social support, and problem solving), child characteristics, and spousal/partner support. RESULTS: Results indicated that when multiple adaptational domains were assessed, mothers showed discrepancies in how adequately they functioned across domains. While severity of the CSA experience was only weakly associated with outcome, use of avoidant coping emerged as a significant risk factor and was strongly and consistently associated with negative outcome across domains. Spousal/partner support was a strong protective factor and buffered the relationship between depressive symptoms and parenting competence. Difficult child characteristics were significantly associated with mothers' perceptions of physical health and parenting competence. CONCLUSIONS: The findings suggest the importance of comprehensive multimethod assessments of resilience and extend the knowledge of factors associated with positive outcome. The results highlight the need for further research exploring current contextual risk and protective factors associated with resilience in each domain.  相似文献   

Relational Maintenance and Social Support in the Aftermath of Sudden and Expected Death     

Jonathon K. Frost  James M. Honeycutt  Stephanie K. Heath 《Communication Research Reports》2017,34(4):326-334

Bereavement is a state of grieving after the loss of a loved one. Past research has suggested that bereavement is particularly challenging, both physically and emotionally, in the aftermath of unexpected death. Here, we examine bereavement in which death occurred suddenly, compared to a chronic condition where death was expected, in terms of perceived social support and relational maintenance with the deceased in the form of imagined interactions and social media interactions. Results indicated that individuals experiencing sudden death bereavement were more likely to engage in both postmortem relational maintenance techniques and perceived less social support than individuals in the expected death bereavement group. Results are discussed in terms of previous findings.  相似文献   

Bar and Pie Charts: Ideas for the Classroom     

Pat Perks  Stephanie Prestage 《Teaching Statistics》2000,22(2):52-55

This article gives some ideas for the creation ofbar charts and pie charts, focusing onrepresentations of frequencies and proportions.  相似文献   

Supporting student transitions 14–19. Approaches to teaching and learning. By John Bostock and Jane Wood     

Susannah Wright  Stephanie Wilde 《British Journal of Educational Studies》2016,64(1):124-126

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