Faculty members’ perceptions of online program community and their efforts to sustain it     

Doris U. Bolliger  Craig E. Shepherd  H. Victoria Bryant 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3283-3299

This study investigated faculty members’ perceptions of program community and what they do to support it in online graduate programs. Researchers developed and administered an online survey to ascertain perceptions of program community among education and engineering faculty members at United States, land-grant, research-extensive universities. Three hundred forty-four faculty members responded. Most participants thought that fostering community beyond courses was important. Faculty members used a variety of strategies to accomplish this task, including social media, synchronous communication and advising, face-to-face socials and orientations, and cohort models. Yet, many also relied on classroom strategies. Several participants indicated that they and their students lacked the time, resources or interest to pursue program community and that geographical distance and university reward policies complicated its establishment. Differences via discipline, gender and years of online teaching experience were also reported.  相似文献   

The use of annotations in examination marking: opening a window into markers' minds   总被引：1，自引：0，他引：1  

Victoria Crisp  Martin Johnson 《British Educational Research Journal》2007,33(6):943-961

  相似文献   

Coaching, truth induction, and young maltreated children's false allegations and false denials     

Lyon TD  Malloy LC  Quas JA  Talwar VA 《Child development》2008,79(4):914-929

This study examined the effects of coaching (encouragement and rehearsal of false reports) and truth induction (a child-friendly version of the oath or general reassurance about the consequences of disclosure) on 4- to 7-year-old maltreated children's reports ( N = 198). Children were questioned using free recall, repeated yes–no questions, and highly suggestive suppositional questions. Coaching impaired children's accuracy. For free-recall and repeated yes–no questions, the oath exhibited some positive effects, but this effect diminished in the face of highly suggestive questions. Reassurance had few positive effects and no ill effects. Neither age nor understanding of the meaning and negative consequences of lying consistently predicted accuracy. The results support the utility of truth induction in enhancing the accuracy of child witnesses' reports.  相似文献   

Reconceptualizing the possible narratives of adolescence     

Lisa Patel Stevens  Lisa Hunter  Donna Pendergast  Victoria Carrington  Nan Bahr  Cushla Kapitzke  Jane Mitchell 《The Australian Educational Researcher》2007,34(2):107-127

  相似文献   

Effect of Dental Course Cycle on Anatomical Knowledge and Dental Carving Ability of Dental Students     

Ademar Fonseca  Victoria B. da S. Guimarães  Sinval A. Rodrigues-Junior  Alisson A.R. Fonseca  Renato A. de Azevedo  Marcos B. Corrêa  Rafael G. Lund 《Anatomical sciences education》2022,15(2):352-359

This study assessed the effect of the course cycle on theoretical knowledge of dental morphology and the dental carving ability of dental students. Thirty-two dental students from the third semester (initial cycle) and 30 students from the eighth and tenth semesters of the dental course (end cycle) had their theoretical knowledge on dental morphology assessed using a questionnaire with ten closed questions. Their dental carving ability was also assessed using wax carvings in macro models of plaster (for the third [S3] and eight [S8] semesters) and natural-sized artificial teeth (for the tenth [S10] semester). The teeth chosen for the dental carving activity were #16 and #47. The scores were statistically analyzed using the t-test, Kruskal–Wallis test, and Mann–Whitney test (α = 0.05). Students from the initial cycle presented better theoretical knowledge than the other groups did (P < 0.007). No significant differences in carving score were found between the initial and end cycles (P > 0.05), although S10 students obtained a higher score for teeth #16 and #47 (P < 0.05). Natural-sized artificial teeth received a higher evaluation score in dental carvings than the macro models (P < 0.001). Within the limits of this study, it was possible to conclude that students from the initial cycle (S3) presented higher theoretical knowledge, whereas no difference in carving ability was observed between the initial and end cycles. The tenth semester (S10) students performed dental carvings with better quality. Furthermore, carvings in natural-sized artificial teeth presented better quality compared with the macro models.  相似文献   

Childhood sexual experiences with an older partner among men who have sex with men in Buenos Aires,Argentina     

Curtis Dolezal  Alex Carballo-Diéguez  Iván C. Balán  María A. Pando  Marina Mabragaña  Rubén Marone  Victoria Barreda  María M. Avila 《Child abuse & neglect》2014

This study sought to describe childhood sexual experiences with older partners (CSEOP) among men who have sex with men (MSM) in Buenos Aires, Argentina. MSM were recruited through respondent driven sampling. They responded to a computer administered self-interview with questions on CSEOP, operationalized as manual, oral, genital, or anal contact prior to age 13 with a partner at least 4 years older. Of the 500 respondents, only 25% identified as gay. Eighteen percent of the respondents reported CSEOP, the majority of whom did not feel they were hurt by the experience and did not consider it to be childhood sexual abuse (CSA). Over two-thirds of MSM who reported CSEOP said that their older partner was a female. Only 4% of those with a female partner felt their experience was CSA compared to 44% of those who had a male partner. Among all men reporting CSEOP, those who felt sexually abused were more likely to have been physically forced or threatened, physically hurt, and emotionally hurt than those who did not feel sexually abused. Having CSEOP, being hurt by the experiences, and perceiving the experiences as sexual abuse were not associated with current HIV sexual risk or substance use behavior. In this sample of MSM in Argentina, a substantial minority reported CSEOP. Those who felt they had been sexually abused were much more likely to have had an older male partner than an older female partner, and were more likely to report having been physically forced and threatened by their older partner.  相似文献   

Sociomathematical and mathematical norms related to definition in pre-service primary teachers’ discourse     

Victoria Sánchez  Mercedes García 《Educational Studies in Mathematics》2014,85(2):305-320

This study is part of a wider research program, which seeks to investigate the existence (or not) of relationships between sociomathematical and mathematical norms at different academic levels. Here, we consider the norms that arise in the interaction between primary student teachers when they solve a mathematical task related to the mathematical definition. We hypothesize that in the colloquial mathematical discourse between these students coexist two types of discourse as follows: sociomathematical and mathematical, each one with its specific norms. This coexistence can originate commognitive conflicts. We have been able to identify different commognitive conflicts that arose from the simultaneous existence of sociomathematical norms and mathematical norms linked to defining, approaching their generation.  相似文献   

Improving SET Response Rates: Synchronous Online Administration as a Tool to Improve Evaluation Quality     

Trey Standish  Jeff A. Joines  Karen R. Young  Victoria J. Gallagher 《Research in higher education》2018,59(6):812-823

Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times.  相似文献   

Behavioral problems among children whose mothers are abused by an intimate partner   总被引：7，自引：0，他引：7  

Kernic MA  Wolf ME  Holt VL  McKnight B  Huebner CE  Rivara FP 《Child abuse & neglect》2003,27(11):1231-1246

OBJECTIVES: To determine the association between children's exposure to maternal intimate partner violence (IPV) and behavior problems as measured by the parent report version of the Child Behavior Checklist (CBCL). METHODS: The study population was comprised of 167 2- to 17-year-old children of Seattle women with police-reported or court-reported intimate partner abuse. The CBCL normative population served as the comparison group. Risk of behavior problems was calculated among the exposed children, in the presence and absence of a history of reported child maltreatment, relative to the normative population. Multiple logistic regression served as the primary method of analysis. RESULTS: Children exposed to maternal IPV were more likely to have borderline to clinical level scores on externalizing (i.e., aggressive, delinquent) behavior (RR=1.6, 95% CI: 1.2, 2.1) and total behavioral problems (RR=1.4, 95% CI: 1.1, 1.9) compared to the CBCL normative sample after adjusting for age and sex. Children who were exposed to maternal IPV and were victims of child maltreatment were more likely to receive borderline to clinical level scores on internalizing (i.e., anxious, depressed) behaviors (RR=2.6, 95% CI: 1.5, 3.6), externalizing (i.e., aggressive, delinquent) behaviors (RR=3.0, 95% CI: 1.9, 4.0) and total behavioral problems (RR=2.1, 95% CI: 1.2, 3.2) compared to the CBCL normative sample after adjusting for age and sex. CONCLUSIONS: Exposure to maternal IPV is significantly associated with child behavioral problems both in the presence and absence of co-occurring child maltreatment. Appropriate attention to the mental health of children living in households with IPV is needed.  相似文献   

Cost Effective Approaches to Identifying Developmental Delay in 4- to 7-Year-Old Children     

Victoria J. Molfese  Lisabeth F. DiLalla 《Early education and development》1995,6(3):265-277

Recent enactment of public laws have mandated early identification of children at risk for delayed development. Several complex assessment batteries have demonstrated satisfactory predictive and classificatory accuracy when biomedical and social-environmental measures obtained in infancy are used as predictors of later IQ scores. Yet, these complex batteries are too costly for wide- spread adoption. The present study examined the effectiveness of smaller sets of predictor variables for correctly identifying children as developmentally delayed at four through seven years of age. The results show that a combination of six biomedical risk items, maternal education level, and four subscale scores from the HOME scale are effective when used as a screening battery across a four year period. The practical implications are for this battery to be used to screen children in the preschool period for developmental delay in the early primary grades.  相似文献