New Systems Produced by Systemic Change     

Wendy Battino  Jo Clem  Renate N. Caine  Charles M. Reigeluth  Carrie Chapman  David J. Flinders  Larissa V. Malopinsky 《TechTrends》2006,50(2):51-56

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Birth order and parental and sibling involvement in sex education. A nationally-representative analysis     

Lotte Elton  Melissa Palmer  Wendy Macdowall 《Sex education》2019,19(2):162-179

This analysis set out to identify associations between birth order and sexual health outcomes, focusing on family involvement in sex education and early sexual experiences. The third National Survey of Sexual Attitudes and Lifestyles is a stratified probability sample survey of 15 162 men and women aged 16–74 in Britain. Logistic regression was conducted to identify odds ratios for the association between birth order and sexual health outcomes. Multiple logistic regression was performed adjusting for socio-demographic factors and sibling number. Middle-born and last-born men had lower odds of reporting ease talking to parents about sex around age 14 and learning about sex from their mothers. Last-born women had lower odds of reporting a parental main source of sex education or having learned about sex from their mother. Findings represent an exploratory analysis in an under-researched area, and provide the basis for further research on the association between birth order and parental involvement in sex education, as well as the role and impact of sex education provided by older siblings.  相似文献   

The effect of systematic academic instruction on behavioural and academic outcomes of students with EBD     

Lidy van der Worp-van der Kamp  Sip Jan Pijl  Wendy J. Post  Jan O. Bijstra  Els J. van den Bosch 《Educational studies》2016,42(1):72-84

This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on behaviour. On the basis of these studies, it was hypothesised that the amount of teachers’ systematic academic instruction positively influences the academic progress of students with EBD as well as their behaviour. The amount of systematic academic instruction by teachers in daily teaching (N = 88) and the behaviour and academic progress of a sample of their students (N = 234) were measured and analysed by means of multilevel analyses. The results show a significant relationship between systematic academic instruction and academic outcomes. However, academic outcomes taking into account previous academic performance and behavioural outcomes could not be related to systematic academic instruction. Implications for research on the daily practice of special education are discussed.  相似文献   

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style          下载免费PDF全文

Wendy Ellis  Lynne Zarbatany  Xinyin Chen  Megan Kinal  Lisa Boyko 《Child development》2018,89(1):248-263

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M_age = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited‐resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct.  相似文献   

Identifying students likely to benefit from language support in first‐year Law     

Wendy Larcombe  Ian Malkin 《高等教育研究与发展》2008,27(4):319-329

As writing skills have a significant impact on a Law student’s ability to successfully complete assessment tasks, it is important to identify early, and refer to appropriate programs, students likely to benefit from language and writing skills support. This article describes in‐class exercises developed in the Law School at the University of Melbourne to identify students with writing ‘difficulties’. Analysis of students’ first semester results confirmed that the exercises were effective in identifying a group of students who may underachieve. Importantly, in both 2005 and 2006 almost half the first‐year Law students referred to support through the exercises were domestic students. Thus, we caution that English language testing of international students is not sufficient to identify all students likely to need or benefit from support programs. We recommend measures such as the exercises described in this paper as a quick and effective means of screening the entire commencing cohort.  相似文献   

Defining and Communicating What “Intercultural” and “Intercultural Communication” Means to Us     

Lily A. Arasaratnam  Roberto Avant-Mier  Aisha Durham  Lisa Flores  Wendy Leeds-Hurwitz 《Journal of International and Intercultural Communication》2014,7(1):14-37

In order to engage in our larger discussion, we needed to share our definitions, framings, and theorizings of what “intercultural” and “intercultural communication” mean to us and how we inflect these based on our own experiences, identities, and perspectives. Discussants break down how they understand the notion of “intercultural” behind commonly used and circulated terms in our scholarship.  相似文献   

Genre studies and archives: introduction to the special issue     

Gillian Oliver  Wendy M. Duff 《Archival Science》2012,12(4):373-376

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Learning from Action Research About Science Teacher Preparation     

Carole P. Mitchener  Wendy M. Jackson 《Journal of Science Teacher Education》2012,23(1):45-64

In this article, we present a case study of a beginning science teacher’s year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An extended action research experience in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide. This article closes with reflections on the value of extended action research within science teacher preparation, particularly early in one’s career, and explores the promise for ongoing practice-based professional development throughout a teacher’s career.  相似文献   

猜一猜     

Wendy Franklin 《英语沙龙》2010,(2):23-23,55

You Call It-Heads or Tails？
When,fllippling a coin ,what is the probability of getting two talls and two heads in succession？  相似文献   

Reviews     

John Hedley Brooke  Terry Dartnall  Celia Roberts  Sally Newcomb  Rafe Champion  Andrew Milne  Martin Kelly  Wendy Varney  Orin Thomas  Craig R. Stillwell  Leonard G. Wilson  Peter Anstey  Jay L. Garfield  Mark Colyvan  Mark Cortiula  John Merson  Nicolas Rasmussen  Nickolas Vakas  John Forge  Sunny Y. Auyang  Clair Scrine  Katharina Rowold 《Metascience》1999,8(3):444-514

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