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101.
As part of a larger project, we found that there are very few articles focusing on the relationship between parent involvement and student achievement in science. Furthermore, most studies are quantitative in nature (based on large-scale surveys). Despite the gaps identified, there are many consistent findings across various studies that could be transferred to the science-learning context, for example, the significant effect of parents' aspirations/expectations on student achievement. To better present the findings from our review of the literature, we proposed a model for organizing the various categories of parent involvement at school into three dynamic dimensions: home environment, parents and school/community, and students and school/community. We feel that this model provides a framework for recognizing the roles that parents and their children may be already playing (agency) in triggering involvement at home, at school, and/or with community organizations. 相似文献
102.
The purposes of this study were to examine: (1) students’ use of power to gain compliance from instructors, (2) the association between students’ use of power and their instructors’ power, and (3) students’ use of power and the nonverbal immediacy of the instructor. The results revealed that even though students did not feel they had a great amount of influence with their instructors, they used a variety of behavior alteration techniques (BATs) to gain compliance from them. Specifically, students reported using prosocial strategies most frequently and antisocial techniques least frequently. The results also revealed a positive association between students’ overall sense of power and their perception of their teachers’ power. Instructors’ use of reward power was also related to students’ use of prosocial BATs. Conversely, instructors’ use of coercive power was associated with students’ antisocial BATs. Finally, students tended to use expert power more with nonverbally immediate teachers than nonimmediate teachers. Students’ use of BATs did not depend upon the nonverbal immediacy of the instructor. The theoretical and practical implications of this study are discussed. 相似文献
103.
Marieke H.S.B. Smits Dominique M.A. Sluijsmans Tamara van Gog 《Interactive Learning Environments》2013,21(2):183-193
This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments. 相似文献
104.
This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching self-efficacy, professional commitment, perceptions of time management and perceptions of quality of instruction in the teacher education programme. Data were collected from 135 preservice teachers using a digital questionnaire. The student administration of the teacher education department provided data on degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion. We found that social utility values, professional commitment, perceptions of quality of instruction and time management contributed to the prediction of degree completion. The findings and implications for teacher education and policy are discussed. 相似文献
105.
This article examines minority teacher recruitment policies and programs of the past two decades and explores their influence on the racial/ethnic makeup of the teaching force in elementary and secondary public schools. The results show that while important progress has been made toward increasing the overall number and proportion of minority teachers in the public schools, those gains have been eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap between students of color and their teachers has actually increased over the years. The authors provide an overview of current minority teacher recruitment state policies and introduce the Teacher-Student Parity Index, a new metric for comparing the proportions of teachers and students from different racial/ethnic groups to gain a more textured understanding of the demographic reality of today's schools than is presently found in the literature. The authors conclude with recommendations for policy and research. 相似文献
106.
Michael Hennessy Gail A. Bolan Tamara Hoxworth Michael Iatesta Fen Rhodes Jonathan M. Zenilman 《Structural equation modeling》2013,20(4):322-342
Booster sessions are often recommended to reestablish or reinforce the cognitive messages or behavior changes due to therapeutic and behavioral interventions. To plan intervention‐relevant booster sessions, researchers need to know the pattern(s) of individual change over time in outcome variables and for experimental groups. Growth curve analysis of repeated measures can estimate these patterns for different categories of intervention participants. This article demonstrates an application of this method using data from a recently completed multisite randomized experiment that compared 3 different counseling and testing methods for prevention of HIV infection and other sexually transmitted diseases, Project RESPECT. Reported self‐efficacy for condom use with the main sexual partner is used as an illustrative example. For most experimental groups, self‐efficacy for condom use declined for both female and male respondents soon after the intervention and booster sessions should have been instituted within 3 months after the intervention. The article closes with some recommendations for both prospective and retrospective use of growth curves to rationally plan the timing of booster sessions and to evaluate their effectiveness in preventing relapse. 相似文献
107.
108.
Urine dipstick analysis for identification of runners susceptible to acute kidney injury following an ultramarathon 总被引:1,自引:0,他引:1
Martin D. Hoffman Kristin J. Stuempfle Kevin Fogard Tamara Hew-Butler James Winger Robert H. Weiss 《Journal of sports sciences》2013,31(1):20-31
Abstract This study examined whether urine dipstick testing might be useful to predict the development of acute kidney injury after an ultramarathon. Participants in the 2011 161-km Western States Endurance Run underwent post-race blood and urine dipstick analyses. Of the 310 race finishers, post-race urine dipstick testing was completed on 152 (49%) and post-race blood also was obtained from 150 of those runners. Based on “injury” and “risk” criteria for acute kidney injury of blood creatinine 2.0 and 1.5 times estimated baseline, respectively, 4% met the criteria for injury and an additional 29–30% met the criteria for risk of injury. Those meeting the injury criteria had higher creatine kinase concentrations (P < 0.001) than those not meeting the criteria. Urine dipstick tests that read positive for at least 1+ protein, 3+ blood, and specific gravity ≥ 1.025 predicted those meeting the injury criteria with sensitivity of 1.00 (95% confidence interval [CI] 0.54–1.00), specificity of 0.76 (95% CI 0.69–0.83), positive predictive value of 0.15 (95% CI 0.06–0.30), negative predictive value of 1.00 (95% CI 0.97–1.00), and likelihood ratio for a positive test of 4.2. We conclude that urine dipstick testing was successfully able to identify those individuals meeting injury criteria for acute kidney injury with excellent sensitivity and specificity. 相似文献
109.
AbstractThe topic of work–life balance (WLB) has gotten a lot of attention in popular literature, but there has been little library scholarship on the issue. This exploratory study presents the perceptions of 329 academic librarians on what they believe an ideal WLB looks like, and how it impacts their personal and professional responsibilities. The authors asked about strategies for a successful WLB, about overall job satisfaction, coping strategies, and more. The study is intended to prompt discussions of the topic, and lead to an exploration of how to continue to grow and support a strong workforce. 相似文献
110.
Although there is abundant experimental metamemory research on the relation between students’ monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions. 相似文献