Outcomes from Flexible Learning Options for disenfranchised youth: what counts?     

Kitty te Riele  Kimberley Wilson  Valda Wallace  Sue McGinty  Brian Lewthwaite 《International Journal of Inclusive Education》2017,21(2):117-130

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“Students Get What Flows Downward”: District Leaders’ Rationalizations of the Standardized Testing of Children     

Charles Munter  Cara Haines 《The Educational forum》2019,83(2):160-180

What do students stand to gain from high-stakes, standardized testing? We consider answers to this question from the perspective of urban district leaders tasked with designing and overseeing the implementation of standardized testing policies. Results revealed variation in leaders’ framing of and rationale for standardized testing with respect to benefits for students and whether/why students should strive for high test scores. Implications for both approaches to standardized testing and broader improvement initiatives are discussed.  相似文献   

Reflection‐Impulsivity in Retarded Adolescents and Non‐retarded Children     

Merrill S. Jackson  Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232

This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978).  相似文献   

If ego identity is the envelope then adaptive change is the note to self: scaffolding the career choices of adolescents     

Terence V. Bowles  Kimberley A. Brindle 《International Journal for Educational and Vocational Guidance》2017,17(1):5-18

The first aim of the current article is to primarily propose a model to assist career counsellors in understanding and guiding adolescents towards career commitment. The second aim is to focus on the relationship between career identity and career certainty, and how these positively influence the achievement of ego identity and maturity. Finally, it is proposed that systematically applying a model of adaptive change will prompt adolescents to explore and understand their career options with greater certainty. Applying such a model provides career counsellors with a practical framework to guide adolescents with their career choices.  相似文献   

Gendered perceptions of typical engineers across specialties for engineering majors     

Margaret S. Kelley  Kimberley K. Bryan 《Gender and education》2018,30(1):22-44

Young women do not choose to be engineers nearly as often as young men, and they tend to cluster in particular specialties when they do. We examine these patterns and the role of gender schemas as applied to perceptions of typical engineers in understanding the choices that women make in terms of engineering specialties. We use Part 1 of two waves of survey data collected from first-year engineering students at a large Midwestern university in the fall of 2014. Respondents scored typical engineers on 60 items from the Bem Sex-Role Inventory [Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42: 155–162]. Preliminary results show that women consider the typical engineer to be more masculine compared to the impressions gathered from men. Additionally, engineering gender schemas predict some specialty areas but not all, suggesting that gendered perceptions may not affect choice of specialty. Our results provide insight into the decisions that women make once entering engineering.  相似文献   

Effect of loading on peak power of the bar,body, and system during power cleans,squats, and jump squats     

Jeffrey M. McBride  Tracie L. Haines  Tyler J. Kirby 《Journal of sports sciences》2013,31(11):1215-1221

Abstract

Nine males (age 24.7 ± 2.1 years, height 175.3 ± 5.5 cm, body mass 80.8 ± 7.2 kg, power clean 1-RM 97.1 ± 6.36 kg, squat 1-RM = 138.3 ± 20.9 kg) participated in this study. On day 1, the participants performed a one-repetition maximum (1-RM) in the power clean and the squat. On days 2, 3, and 4, participants performed the power clean, squat or jump squat. Loading for the power clean ranged from 30% to 90% of the participant's power clean 1-RM and loading for the squat and jump squat ranged from 0% to 90% of the participant's squat 1-RM, all at 10% increments. Peak force, velocity, and power were calculated for the bar, body, and system (bar + body) for all power clean, squat, and jump squat trials. Results indicate that peak power for the bar, body, and system is differentially affected by load and movement pattern. When using the power clean, squat or jump squat for training, the optimal load in each exercise may vary. Throwing athletes or weightlifters may be most concerned with bar power, but jumpers or sprinters may be more concerned with body or system power. Thus, the exercise type and load vary according to the desired stimulus.  相似文献   

Peer assessment of oral presentations: effects of student gender,university affiliation and participation in the development of assessment criteria     

A. Mark Langan  C. Philip Wheater  Emma M. Shaw  Ben J. Haines  W. Rod Cullen  Jennefer C. Boyle 《Assessment & Evaluation in Higher Education》2005,30(1):21-34

Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved.  相似文献   

TV on a Shoestring     

Francis D. Haines Jr. 《College Teaching》2013,61(2):82-83

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Vocational Choices: Basis for local curriculum development     

Millicent Haines 《Clearing house (Menasha, Wis.)》2013,86(8):491-492

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Analysis of helvite from Virginia     

Reuben Haines 《Journal of The Franklin Institute》1882,114(1):38-40

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