Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities     

Rebecca Milne  Stefanie J. Sharman  Martine B. Powell  Sarah Mead 《International Journal of Disability, Development & Education》2013,60(1):18-29

We examined whether the cognitive interview (CI) procedure increased event recall in children with severe intellectual disabilities (ID) compared with children with no ID. Forty-six children with and without ID watched a videotaped event; they were aged between eight and 11 years. The next day they were individually interviewed using the CI or a structured interview (SI). Interviews consisted of free recall and specific questions, some of which contained leading or misleading information. The leading and misleading questions determined children’s susceptibility to information presented after the event. Overall, children without ID reported more correct information than children with ID. For all children, the CI led to more correct recall than the SI without increases in incorrect details or confabulations. Although the CI did not decrease children’s susceptibility to the misleading questions compared with the SI, children without ID disagreed with more of the misleading suggestions than children with ID. These results suggest that the CI may indeed be a valuable tool to elicit information from very vulnerable witnesses.  相似文献   

Communicating Campus Sexual Assault: A Mixed Methods Rhetorical Analysis     

Heidi Y. Lawrence  Lourdes Fernandez  Rachael Graham Lussos  Bonnie Stabile  Melissa Broeckelman-Post 《Technical Communication Quarterly》2013,22(4):299-316

ABSTRACT

This article reports on a mixed methods rhetorical analysis of a data set of news reports on campus sexual assault. A macro-level qualitative analysis of narratives combined with micro-level quantitative content analysis of verb voice offers insight into how news media shapes perceptions of power, blame, and agency in reporting. These findings offer implications for how public actors discuss campus sexual assault and implications for the teaching and practice of research methods in technical communication.  相似文献   

Get to Know Your Librarian: How a Simple Orientation Program Helped Alleviate Library Anxiety     

Rachael Muszkiewicz 《Public Services Quarterly》2017,13(4):223-240

Library orientations do their part to familiarize students with information literacy, and how the library fits within university life. But what if an orientation could give a student a strong introduction to their academic librarians? Research in academic libraries has noted that library anxiety remains a continual problem among current students. Valparaiso University librarians created the Get to Know Your Librarian program, which sought to make librarians accessible. Using humor and casualness, incoming students were “introduced” to librarians through a series of fun facts. This simple program was successful in helping alleviate incoming students’ library anxiety before their first semester.  相似文献   

ePortfolios and Reflective Practice for Food Science Students          下载免费PDF全文

Lara Wakeling  Peter Aldred  Rachael Hains‐Wesson 《Journal of Food Science Education》2018,17(2):52-59

The study investigated students’ perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed‐method approach was applied to the study in a first‐year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students’ ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st‐year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.  相似文献   

Regulating readers' bodies: a discourse analysis of teachers' body talk     

Jessica Nina Lester  Rachael Gabriel 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):688-700

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity.  相似文献   

“Taking Good Care of Our Health”: Parent-Adolescent Perceptions of Boundary Management About Health Information     

Diana S. Ebersole  Rachael A. Hernandez 《Communication quarterly》2016,64(5):573-595

Family members’ communication about health has a significant impact on issues of obtaining social support, avoiding stigma, and seeking and receiving appropriate medical treatment and care. A Communication Privacy Management (CPM) theoretical perspective was used to analyze 85 semi-structured, in-depth interviews with parents and one of their adolescent children in 40 families. Findings reveal intergenerational motivations and strategies for managing individual and collective privacy boundaries around health information and the consequences of this management for individuals and families. Motivations include protecting personal privacy, preventing stress, and soliciting social support. Strategies for boundary management include humor and topic avoidance. Implications for future research in the areas of privacy management, health, and family relationships are discussed.  相似文献   

The Development of Preschoolers’ Living Kinds Concept: A Longitudinal Study          下载免费PDF全文

Tessa Margett‐Jordan  Rachael G. Falcon  David C. Witherington 《Child development》2017,88(4):1350-1367

Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers’ living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty‐five English‐speaking 3‐year‐olds from middle‐class families in Albuquerque, NM participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as “alive” or not. Results reveal a multifaceted picture of developmental change in preschoolers’ living kinds concept involving both the construction and elaboration of a core biological understanding.  相似文献   

A Research Preparatory Program for First-Year College Students: Student Selection and Preparation Lead to Persistence in Research     

Rachael R. Baiduc  Denise Drane  Greg J. Beitel  Luke C. Flores 《Innovative Higher Education》2017,42(3):269-284

Undergraduate research experiences may increase persistence in STEM majors. We describe a research program that targets first-year students selected for their curiosity and attitudes towards science. We explain the implementation of the program over 3 years and present evaluation data using a group of matched controls. Participants and controls pursued STEM degrees at equivalent rates, but participants were significantly more involved in research. Initial laboratory interest and mentor pairing may have played a role in this finding. Female participants, particularly those with male laboratory mentors, engaged in more research than men.  相似文献   

24 h Accelerometry: impact of sleep-screening methods on estimates of sedentary behaviour and physical activity while awake     

Kim Meredith-Jones  Sheila Williams  Barbara Galland  Gavin Kennedy  Rachael Taylor 《Journal of sports sciences》2016,34(7):679-685

Although accelerometers can assess sleep and activity over 24 h, sleep data must be removed before physical activity and sedentary time can be examined appropriately. We compared the effect of 6 different sleep-scoring rules on physical activity and sedentary time. Activity and sleep were obtained by accelerometry (ActiGraph GT3X) over 7 days in 291 children (51.3% overweight or obese) aged 4–8.9 years. Three methods removed sleep using individualised time filters and two methods applied standard time filters to remove sleep each day (9 pm–6 am, 12 am–6 am). The final method did not remove sleep but simply defined non-wear as at least 60 min of consecutive zeros over the 24-h period. Different methods of removing sleep from 24-h data markedly affect estimates of sedentary time, yielding values ranging from 556 to 1145 min/day. Estimates of non-wear time (33–193 min), wear time (736–1337 min) and counts per minute (384–658) also showed considerable variation. By contrast, estimates of moderate-to-vigorous activity (MVPA) were similar, varying by less than 1 min/day. Different scoring methods to remove sleep from 24-h accelerometry data do not affect measures of MVPA, whereas estimates of counts per minute and sedentary time depend considerably on which technique is used.  相似文献   

Improving science inquiry with elementary students of diverse backgrounds     

Peggy Cuevas  Okhee Lee  Juliet Hart  Rachael Deaktor 《科学教学研究杂志》2005,42(3):337-357

This study examined the impact of an inquiry‐based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third‐ and fourth‐grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low‐achieving, low‐SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337–357, 2005  相似文献