Rates of editor-authored manuscripts among urology journals using blinded or non-blinded review     

James Flanary  Zachary Rengel  Niranjan Sathianathen  Robert Lane  Stephanie Jarosek  Nik Barkve  Christopher Weight 《Learned Publishing》2023,36(2):171-177

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Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016          下载免费PDF全文

Stacy L. Bender  Rachel Roth  Alicia Zielenski  Zachary Longo  Ashley Chermak 《Psychology in the schools》2018,55(6):680-692

Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed.  相似文献   

Preservice physical education teacher socialization through an outdoor education field experience     

K. Andrew R. Richards  Jennifer M. Jacobs  Zachary Wahl-Alexander  James D. Ressler 《Journal of Adventure Education & Outdoor Learning》2018,18(4):367-381

Outdoor education (OE) has an increased presence in physical education as it addresses the discipline’s national standards and promotes involvement lifetime physical activity. However, physical educators’ learning to teach OE is not well documented. The purpose of this study was to understand preservice physical educators’ experiences in and perspectives on an OE field experience. Participants included 13 third-year preservice physical educators (10 male, 3 female). Qualitative data were collected using focus group interviews, observations and guided reflections. Results indicated that preservice teachers (PSTs) perceived a controlling course environment that limited educational outcomes. They did, however, increase in confidence teaching OE, and applied skills learned in the teacher education program. With the exception of learning to be more adaptable, however, the PSTs did not perceive the experience as relevant to future teaching. Results are discussed within the framework of occupational socialization theory, and implications for practice are noted.  相似文献   

Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance,Perception, and Retention     

Zachary Batz  Brian J. Olsen  Jonathan Dumont  Farahad Dastoor  Michelle K. Smith 《CBE life sciences education》2015,14(2)

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses.  相似文献   

The misuse and abuse of statistics in biomedical research     

Matthew S. Thiese  Zachary C. Arnold  Skyler D. Walker 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(1):5-11

Statistics are the primary tools for assessing relationships and evaluating study questions. Unfortunately, these tools are often misused, either inadvertently because of ignorance or lack of planning, or conspicuously to achieve a specified result. Data abuses include the incorrect application of statistical tests, lack of transparency and disclosure about decisions that are made, incomplete or incorrect multivariate model building, or exclusion of outliers. Individually, each of these actions may completely invalidate a study, and often studies are victim to more than one offense. Increasingly there are tools and guidance for researchers to look to, including the development of an analysis plan and a series of study specific checklists, in order to prevent or mitigate these offenses.Key words: a priori, analytical plan, statistical methods, disclosure, transparency, biostatistics  相似文献   

Book Reviews: Divas on Screen: Black Women in American Film by Mia Mask     

Zachary Ingle 《Journal of American culture (Malden, Mass. : 2003)》2010,33(3):252-253

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Speech education of roman children     

Elton Abernathy 《Quarterly Journal of Speech》2013,99(4):570-580

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Using a storybook prompt to uncover inservice and preservice teachers’ dispositions toward struggling students     

Tammy V. Abernathy 《The Teacher Educator》2013,48(2):78-98

Abstract

The NCATE performance standards include “dispositions,” which validate the importance of teacher beliefs and attitudes. This project was designed to measure preservice and inservice teachers’ beliefs and potential dispositions toward struggling students. The children's story, Next Year I'll be Special, was read to preservice teachers from two teacher education programs (n = 139) and one group of inservice teachers (n = 41). Marilyn, the main character, is struggling in first grade, but she anticipates second grade will be better because she will have a new teacher. Participants were asked to write their prognoses for Marilyn's second‐grade year. Responses were coded into three categories, Overall Impression, Ownership of Academic Challenges, and Ownership of Social Challenges. Respondents (56%) indicated that second grade would be as bad as or worse than first grade for Marilyn. Further, results revealed that experienced teachers were more negative in their predictions than beginning teacher education students. Results were replicated in the second teacher education sample.  相似文献   

‘No One Should Destroy the Forest': Using photo-based vignette interviews to understand Kenyan teachers' views of the environment     

Cassie F. Quigley  Zachary D. Miller  James Dogbey  S. Megan Che  Jeffrey Hallo 《International Journal of Science Education》2013,35(17):2937-2957

In the midst of the current environmental crisis, scientists, academics, authors, and politicians worldwide are urging citizens to create sustainable communities. However, there is little capability to build a sustainable society without an informed, active, and engaged populous. This requires more than just environmentally knowledgeable citizens. It requires a society that understands the principles of the environment and can also exemplify them in daily life. In order to create a more environmentally literate world, there has been a push for environmental education integrated into schools. This qualitative study sought to examine Kenyan teachers’ perspectives on the human–nature interaction by conducting vignette focus-group interviews. It is a subject not widely explored but vital for conservation not only in this area, but also other areas that seek to have an ecological informed populous. The vignettes were created using photographs and explanations of the photographs that the participants collected and emailed to the authors. For the focus-group vignette interviews, there were a total of 55 participants (30 females and 25 males). After InVivo analysis, we had 6 codes (resentment, pride, perils, blame, pragmatism, and self-interested) within 3 major themes. This study has implications for informing science education to combat these traditions of subjecting students to a science curriculum that demotes Kenyan cultural heritage and lifestyle. By incorporating local knowledge such as the ideas discussed in this paper into Kenyan science education, Kenyans can reach one of most challenging objectives of education, which is to produce children who are fundamentally aware of their environment.  相似文献   

Why nonverbal immediacy matters: A motivation explanation     

Ann Bainbridge Frymier  Zachary W. Goldman  Christopher J. Claus 《Communication quarterly》2013,61(5):526-539

Instructional communication behaviors have been routinely associated with student learning outcomes for the past 40 years; however, the explanations for why these relationships exist remain somewhat controversial. Specifically, the relationship between immediacy and learning outcomes continues to be disputed. This study used Self-Determination Theory to evaluate the utility of students’ need for relatedness and their intrinsic motivation to learn as sequential mediators of the teacher immediacy-student learning relationships. Results of a structural equation model supported the theory’s hypothesis, as relatedness and intrinsic motivation to learn operated in serial to mediate the immediacy-learning relationship. These results indicate Self-Determination Theory is a well-suited framework for explaining the relationship between instructors’ communicative behaviors (e.g., immediacy) and their effects on student outcomes.  相似文献