Everything Old is New Again: The Criminology/Criminal Justice Freshman Research Seminar     

Leslie Hill  Daniel Maier-Katkin  Kirsten Kinsley 《Journal of Criminal Justice Education》2015,26(4):493-506

This is a report of an action-research project undertaken in tandem with the development of a new freshman seminar in criminology and criminal justice. In the freshman seminar the goal is to teach the research, critical thinking and writing skills that are the underpinnings of scholarship and good citizenship. Utilizing a unique approach, this class focuses on resources available through the University library and is taught by a professor, two librarians and a graduate teaching assistant. We hypothesize that freshmen who experience this seminar will show improvement in critical thinking skills, and that this will contribute to greater levels of academic success. This report describes the educational innovation (seminar) in sufficient detail to make replication possible, and presents preliminary findings that indicate the seminar enhances research and writing skills, fosters ability to think critically, and has a positive influence on students’ academic careers.  相似文献   

Der Abbau von Bildungsbenachteiligung durch Kindertagesbetreuung für unter 3-Jährige – zwischen Wunsch und Wirklichkeit     

Kirsten Fuchs-Rechlin  Christian Bergmann 《Zeitschrift für Erziehungswissenschaft》2014,17(2):95-118

Based on the assumption that children can benefit from early childhood education, the present paper investigates if the admission to day care and the selection of the type of day care (child care centers and home day care) is socially selective. In doing so, the paper analyzes how the socioeconomic and immigrant background of families influences which type of day care is used. For children under the age of three, the social background of families does influence if a child receives day care, but this influences diminishes the older the children get. The type of day care (child care centers and home day care) did not differ according to social background. The paper closes with a discussion of the challenges and potentials for development of educating children under the age of three.  相似文献   

The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison     

Sarah von der Mühlen  Tobias Richter  Sebastian Schmid  Elisabeth Marie Schmidt  Kirsten Berthold 《Reading and writing》2016,29(8):1677-1698

Multiple text comprehension can greatly benefit from paying attention to sources and from using this information for evaluating text information. Previous research based on texts from the domain of history suggests that source-related strategies are acquired as part of the discipline expertise as opposed to the spontaneous use of these strategies by students just entering a field. In the present study, we compared the performance of students and scientists in the domain of psychology with regard to (a) their knowledge of publication types, (b) relevant source characteristics, (c) their use of sources for evaluating the credibility of multiple texts, and (d) their ability to judge the plausibility of argumentative statements in psychological texts. Participants worked on a battery of newly developed computerised tests with a think-aloud instruction to uncover strategies that scientists and students used when reading a text. Results showed that scientists scored higher in all of the assessed abilities and that these abilities were positively correlated with each other. Importantly, the superior performance of scientists in evaluating the credibility of multiple texts was mediated by their use of source information. Implications are discussed in terms of discipline expertise.  相似文献   

Exploring first‐year academic achievement through structural equation modelling     

Kirsten McKenzie  Robert Schweitzer 《高等教育研究与发展》2004,23(1):95-112

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first‐year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self‐regulatory learning strategies, and personality traits, with end‐of‐semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self‐regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self‐regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self‐regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.  相似文献   

Torture of children: An investigation of Chilean immigrant children in Denmark: Preliminary report     

Jørgen Cohn  Kirsten Inger Mygind Holzer  Lone Koch  Birgit Severin 《Child abuse & neglect》1981,5(2):201-203

Torture of children occurs in many different ways: children may be forcibly adopted by strangers; children may be arrested and imprisoned; they may witness torture of their parents or may be tortured in the presence of their parents; and, similarly several reports of mass executions of children are available.The Danish Medical Group under Amnesty International has investigated 88 Chilean children now living in Denmark, whose parents had been tortured. Approximately $\text{1}\text{3}$ of the children were abnormally anxious and approximately $\text{1}\text{3}$ had disturbances of sleep in the form of difficulty falling asleep accompanied by broken sleep with nightmares. Approximately $\text{1}\text{4}$ of the children developed secondary nocturnal enuresis. Seventeen percent of the children showed behaviour difficulties in the form of aggression while 16% became introverted and depressed and had difficulties in establishing contact with children of the same age-group.  相似文献   

Teacher and child variables as predictors of academic engagement among low‐income African American children     

Carolyn M. Tucker  Rose A. Zayco  Keith C. Herman  Wendy M. Reinke  Mark Trujillo  Kirsten Carraway  Cory Wallack  Phyllis D. Ivery 《Psychology in the schools》2002,39(4):477-488

A causal model for understanding the complex interplay between student‐reported teacher behaviors, student self‐systems, and student engagement was tested. One hundred seventeen African American students in grades 1 through 12 completed a comprehensive questionnaire regarding teacher context, self, and engagement variables. A series of hierarchical regression analyses were conducted to test the hypothesized mediation models and to construct a path model. Most hypotheses were supported. Student self‐system variables (perceived competency and autonomy) mediated relations between teacher context (structure and autonomy support), and engagement. Contrary to predictions, however, teacher involvement exerted a strong and direct effect on student engagement even when controlling for grade level and self‐system variables. Given existing research showing that African American students are at risk for low teacher involvement and that engagement is critical for academic success, research and intervention strategies are urgently needed to promote teacher involvement with these students. © 2002 Wiley Periodicals, Inc.  相似文献   

Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations     

Julian Roelle  Kirsten Berthold 《Instructional Science》2016,44(2):147-176

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When,where, and why we enter: Black women’s curriculum theorising     

Kirsten T. Edwards  Denise Taliaferro Baszile  Nichole A. Guillory 《Gender and education》2016,28(6):707-709

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Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing     

Wilma C. M. Resing  Kirsten W. J. Touw  Jochanan Veerbeek  Julian G. Elliott 《教育心理学》2017,37(2):173-191

This study investigated potential differences in inductive behavioural and verbal strategy-use between children (aged 6–8 years) from indigenous and non-indigenous backgrounds. This was effected by the use of an electronic device that could present a series of tasks, offer scaffolded assistance and record children’s responses. Children from non-indigenous ethnic backgrounds, starting at a lower level, profited as much from dynamic testing as did indigenous children but were unable to progress to the standard of this latter group. Irrespective of ethnic group, dynamic testing resulted in greater accuracy, fewer corrections, and reduced trial-and-error behaviour than repeated practice. Improvements in strategy-use were noted at both the group and individual level. After dynamic training, children from both ethnic groups showed a superior capacity for inductive reasoning although indigenous children subsequently used more inductive strategies. The study revealed individual differences between and within different ethnic groups and variability in the sorts of help required and subsequent strategy progression paths.  相似文献   

Development of Working Memory from Grade 3 to 5: Differences between Children With and Without Mathematical Learning Difficulties     

Julia Klesczewski  Janin Brandenburg  Anne Fischbach  Kirsten Schuchardt  Dietmar Grube  Marcus Hasselhorn 《International Journal of Disability, Development & Education》2018,65(5):509-525

Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly.  相似文献