The Millennials: How and Why They Are Using Public Libraries. Reporting from Kyrgyzstan,the United States and Italy     

Marta Mestrovic Deyrup  Jyldyz Bekbalaeva  Anna Maria Tammaro 《International Information and Library Review》2020,52(1):50-57

Abstract

The Millennial Generation, sometimes referred to as Gen X—those young men and women born between 1981 and 1996—are the first generation of “digital natives.” This column reports on how their use of technology has changed public library services in Kyrgyzstan, the United States and Italy.  相似文献   

Reducing the grade disparities between American Indians and Euro-American students in introduction to psychology through small-group,peer-mentored,supplemental instruction     

Morris Alan Okun  Anna Berlin  Jeanne Hanrahan  James Lewis  Kathryn Johnson 《教育心理学》2015,35(2):176-191

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was .71 grade points, for SI users, it was only .15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes.  相似文献   

A Review of "Children's Ministry in the Way of Jesus."     

Rev. Dr. Anna Mitchell Hall 《Religious education (Chicago, Ill.)》2017,112(3):303-304

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The Lived Experience of Out-of-field STEM Teachers: a Quandary for Strategising Quality Teaching in STEM?     

Du Plessis  Anna E. 《Research in Science Education》2020,50(4):1465-1499

Research in Science Education - Strategising quality teaching in science, technology, engineering, or mathematics (STEM) domains turns focus to teachers’ capacity to teach these subjects...  相似文献   

Beyond authorship and accountability? The ethics of doctoral research dissemination in a changing world     

Anna Robinson-Pant  Nidhi Singal 《British Educational Research Journal》2020,46(4):859-877

Discussion of ethics in doctoral training courses usually focuses on the initial stages of planning and conducting field research. Shifting attention onto the responsibility of the researcher to share their findings throughout the research process, we set out to consider how doctoral students can conceptualise and engage ethically with research dissemination in the broader context of the globalised knowledge economy. A comparative analysis of the ethical guidelines produced by BERA (British Educational Research Association) and ASA (Association of Social Anthropologists of the UK and Commonwealth) reveals that both are more concerned with the possible benefits or harm of dissemination to those directly involved in or affected by the research, and pay little attention to the ethical implications of multimodal and digital dissemination to unknown audiences. Drawing on the concept of research as a moral endeavour and the problematising of collaboration as an ethical issue within participatory and ethnographic research debates, we explore the implications for doctoral training courses. We argue that engaging students in discussion on dissemination can open a space to explore who benefits most from research undertaken.  相似文献   

Patterns of Risk and Protective Factors Among Alaska Children: Association With Maternal and Child Well-Being     

Anna E. Austin  Nisha C. Gottfredson  Carolyn T. Halpern  Adam J. Zolotor  Stephen W. Marshall  Jared W. Parrish  Meghan E. Shanahan 《Child development》2020,91(5):1650-1662

This study used population-representative data to examine associations of risk and protective factor patterns among Alaska Native/American Indian (AN/AI; N = 592) and non-Native (N = 1,018) children with maternal and child outcomes at age 3 years. Among AN/AI children, a high risk/moderate protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help or knowing where to go for parenting information compared to a low socioeconomic status/high protection class. Among non-Native children, a moderate risk/high protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help compared to a low risk/high protection class. Results provide insight on the intersection of risk and protective factors among Alaska families.  相似文献   

Effects of aerobic exercise and cognitively engaging exercise on cardiorespiratory fitness and motor skills in primary school children: A cluster randomized controlled trial     

Irene M.J. van der Fels  Esther Hartman  Roel J. Bosker  Johannes W. de Greeff  Anne G.M. de Bruijn  Anna Meijer 《Journal of sports sciences》2020,38(17):1975-1983

ABSTRACT

This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions.  相似文献   

The misallocation of students to academic sets in maths: A study of secondary schools in England     

Paul Connolly  Becky Taylor  Becky Francis  Louise Archer  Jeremy Hodgen  Anna Mazenod  Antonina Tereshchenko 《British Educational Research Journal》2019,45(4):873-897

Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity.  相似文献   

The development and validation of a learning progression for argumentation in science     

Jonathan F. Osborne  J. Bryan Henderson  Anna MacPherson  Evan Szu  Andrew Wild  Shi‐Ying Yao 《科学教学研究杂志》2016,53(6):821-846

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When mathematics and statistics collide in assessment tasks     

Anna Bargagliotti  Randall Groth 《Teaching Statistics》2016,38(2):50-55

Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate.  相似文献