More Powerful Tests of Simple Interaction Contrasts in the Two-Way Factorial Design     

Gregory R. Hancock 《Journal of Experimental Education》2017,85(1):24-35

For the two-way factorial design in analysis of variance, the current article explicates and compares three methods for controlling the Type I error rate for all possible simple interaction contrasts following a statistically significant interaction, including a proposed modification to the Bonferroni procedure that increases the power of statistical tests for deconstructing interaction effects when they are of primary substantive interest. Results indicate the general superiority of the modified Bonferroni procedure over Scheffé and Roy-type procedures, where the Bonferroni and Scheffé procedures have been modified to accommodate the logical implications of a false omnibus interaction null hypothesis. An applied example is provided and considerations for applied researchers are offered.  相似文献   

Changes in students' educational attitudes: A study of an experimental living-learning program     

Barry R. Morstain 《Research in higher education》1973,1(2):141-148

This study highlights the longitudinal changes in educational attitudes of students during the freshman year of college, with the prime focus on comparisons between students in a living-learning program (N=95) and students in the regular curriculum (N=89) at the University of California, Davis. The Student Orientations Survey was used in a pre-post design, and major results were (1) students who selected the experimental program held somewhat different attitudes from their peers in the regular curriculum prior to the start of the academic year and (2) compared to changes in attitudes of their peers, the experimental-program students, by the end of the academic year, had significantly decreased their desire for lectures and formalized education, expressed greater interest in self-directed independent study, desired a more significant role in educational decision-making, and viewed education more as a way of exploring various academic areas rather than solely preparing for a vocational future. Coupled with findings from student interviews, various implications of the results were discussed.  相似文献   

Multimedia and Online Video Case Studies for Preservice Teacher Preparation   总被引：2，自引：0，他引：2  

Terence R. Cannings  Sue Talley 《Education and Information Technologies》2002,7(4):359-367

Case studies have been used successfully as a part of teacher education. There are many possibilities in extending the impact of case studies through the use of technology. Video and the Internet could enable demonstration of more examples, dissemination beyond the walls of the classroom, and discussion between geographically dispersed preservice teachers. Several projects are now investigating the possible ways that technology might enhance or extend text case studies. After exploring four existing products, four essential elements for video case studies are proposed. As video case studies move to the Internet, additional issues arise and these are also explored.  相似文献   

Self-concept in learning disabled adolescents   总被引：1，自引：0，他引：1  

R Silverman  N Zigmond 《Journal of learning disabilities》1983,16(8):478-482

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Multicultural Education: a study of the impact of the CNAA on a B.Ed. degree     

B. R. Singh 《Educational studies》1984,10(3):227-236

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The development of the ability to recognize the meaning of iconic signs     

Tolar TD  Lederberg AR  Gokhale S  Tomasello M 《Journal of deaf studies and deaf education》2008,13(2):225-240

Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed.  相似文献   

WHAT IS AV DOING IN A HUMANITIES DEGREE?     

R.L. Thorn 《Learning, Media and Technology》1981,7(2):36-39

The Communication module of the B.A. (Hons) Humanities modular degree at Bristol Polytechnic involves non‐Art & Design students in practical audio‐visual media work through ‘live’ projects undertaken for ‘clients’ in the community ‐‐ schoolteachers, social workers, charities, etc. ‐‐ the work being carried out in teams of between 2 and 5.

The theoretical base of the course is face‐to‐face interaction in real‐life situations such as the classroom and the television interview. The method of assessment here is to present examinees with selected communicative events on videotape and call for analysis and comparison, and evaluation of the theoretical approaches employed. This places a premium on students being able to apply theory directly to real‐life situations, rather than rehearse those theories in essay form.

The course is both intended by the staff and perceived by the students to be distinctly different from the other modules of an otherwise book‐based degree in providing for the essentially practical application of ideas and a basic introduction to alternative modes of communication. By means of the projects, drawn from a variety of sources far removed from the degree course and the institution, the analytical, research, and design skills of the students are applied in a realistic way to broaden their own perspectives and to be of lasting benefit within the community.  相似文献   

An Attempt To Measure and Facilitate Counselor Effectiveness     

G. ROBERT WARD  NORMAN KAGAN  DAVID R. KRATHWOHL 《Counselor Education & Supervision》1972,11(3):179-186

This study evaluated the use of Interpersonal Process Recall (IPR) with videotape (as opposed to more traditional methods) in improving the effectiveness of practicum students. The practicum students were randomly assigned to one of three treatment groups: (a) a video-IPR, (b) an audio-IPR, and (c) supervision using an audiotape of a regular counseling session. Three judges were asked to rate videotapes of 54 practicum students conducting their final counseling session with a coached client. The judges rated two time-samplings of the final session by means of a scale consisting of three parts: (a) 33 behavioral and feeling items, (b) a single global evaluation representing the normal curve with the baseline divided into eight equal segments, and (c) a request for the judges to write any adjectives or phases that they felt described the practicum student. The results were not as convincing as had been anticipated. This article discusses possible reasons that the results were not convincing and implications the results have for future research within this area of counselor education.  相似文献   

Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

The Roles of Parental Support and Family Stress in Adolescent Sleep          下载免费PDF全文

Kim M. Tsai  Ronald E. Dahl  Michael R. Irwin  Julienne E. Bower  Heather McCreath  Teresa E. Seeman  David M. Almeida  Andrew J. Fuligni 《Child development》2018,89(5):1577-1588

The current study examines the association between parental support and adolescent sleep under varying levels of family stress. Participants included 316 adolescents (M_age = 16.40 years, 43% male) and their parents (M_age = 45.67 years, 91% mothers) from diverse ethnic backgrounds. Both adolescents and parents completed questionnaires and adolescents wore wrist actigraphs and completed self‐reports on their sleep for 7 consecutive days. Results indicated that under contexts of family stress, more parental support was linked to longer sleep duration, less sleep variability, and less time spent awake during the night. Findings suggest that under contexts of family stress, cohesive family relationships may provide a sense of stability and security that is necessary for healthful sleep.  相似文献