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51.
Collier Daniel A. Fitzpatrick Dan Brehm Chelsea Hearit Keith Beach Andrea 《Research in higher education》2020,61(8):917-942
Research in Higher Education - Structural equation modeling (SEM) considering how students’ non-cognitive attributes influence first-year college student persistence remain extraordinarily... 相似文献
52.
Chelsea C. Ferk Beth L. Calder Mary Ellen Camire 《Journal of Food Science Education》2016,15(1):14-22
Foodborne illness is a global public health issue. Young adults may work in foodservice while they are university students, and their habits may later shape the practices and well‐being of their children. The objective of this study was to establish baseline data and assess the food safety knowledge of 18‐ to 26‐year‐old Univ. of Maine students. Demographic questions and the previously validated Food Safety Knowledge Questionnaire (FSKQ) were placed online. Of 123 people who responded to the email recruitment notice, 104 Univ. of Maine undergraduates aged 18 to 26 years completed the survey. The average score among all participants was 60% correct (53 points out of a possible 89 points). Survey questions that required participants to identify common sources of foodborne pathogens had the lowest average percent correct (31%). Less than 50% of participants were able to correctly identify several high‐risk foods, including sliced melon, raw sprouts, and unpasteurized fruit juice. Our findings indicate a need for educational programs for 18‐ to 26‐year‐old Univ. of Maine students in regards to common sources of foodborne pathogens and proper handling of fresh produce and that food safety knowledge among university students has not improved since publication of a national survey using the FSKQ in 2006. Effective educational programs are needed to ensure that young adults understand food risks and appropriate food handling practices. 相似文献
53.
Chelsea Starbuck Loïc Damm James Clarke Matt Carré Jamie Capel-Davis Stuart Miller 《Journal of sports sciences》2016,34(17):1627-1636
This study aimed to examine player perceptions and biomechanical responses to tennis surfaces and to evaluate the influence of prior clay court experience. Two groups with different clay experiences (experience group, n = 5 and low-experience group, n = 5) performed a 180° turning movement. Three-dimensional ankle and knee movements (50 Hz), plantar pressure of the turning step (100 Hz) and perception data (visual analogue scale questionnaire) were collected for two tennis courts (acrylic and clay). Greater initial knee flexion (acrylic 20. 8 ± 11.2° and clay 32.5 ± 9.4°) and a more upright position were reported on the clay compared to the acrylic court (P < 0.05). This suggests adaptations to increase player stability on clay. Greater hallux pressures and lower midfoot pressures were observed on the clay court, allowing for sliding whilst providing grip at the forefoot. Players with prior clay court experience exhibited later peak knee flexion compared to those with low experience. All participants perceived the differences in surface properties between courts and thus responded appropriately to these differences. The level of previous clay court experience did not influence players’ perceptions of the surfaces; however, those with greater clay court experience may reduce injury risk as a result of reduced loading through later peak knee flexion. 相似文献
54.
Aldo Anzures Tapia Rodrigo Mayorga Gabrielle Oliveira Lesley Bartlett Chelsea Kallery Cynthia N. Carvajal 《Ethnography and Education》2017,12(3):347-366
This paper examines how a transnational orientation shapes Dominican mothers’ contradictory attitudes towards education in New York City. Through this ethnographic study, which draws on 36 interviews, community walkabouts, and participant observations in community-led adult education classes, we show how Dominican mothers struggle with conflicting values; on the one hand, they embrace the idea of schooling for individual advancement, integration in the US, and critical thinking, while on the other hand, they regret the diminution of a collective, family orientation and respect for parents. Overall, this study shows that contradictions are not a sign of confusion or denial, but rather a struggle to transform cultural practices that satisfy multiple worlds. A deeper understanding of these contradictions could help educators and educational institutions consider how these transnational tensions motivate parent engagement and their hopes for their children’s education. 相似文献
55.
Chelsea Sellers 《British Journal of Sociology of Education》2019,40(7):938-952
AbstractThe benefits of reading for pleasure and positive reader identities have been well established in previous research. However, much discussion regarding young people’s reading is underpinned by a discourse of deficit, placing emphasis on what young people should be reading. In an attempt to move away from this discourse, this article considers reading in the context of young people’s broader social and cultural worlds, exploring the role of the peer group in young people’s development of a reader identity. The article argues that the reading practices young people engage in are part of their broader social and cultural participation and, consequently, part of a broader project of identity formation. By highlighting the complexity of young people’s development of a reader identity and the meaning ascribed to specific reading practices, the findings challenge deficit models of young people’s reading lives, which underpin attempts to redistribute cultural capital through educational and cultural policy. 相似文献
56.
Michelle Hoda Wilkerson Chelsea Andrews Yara Shaban Vasiliki Laina Brian E. Gravel 《Journal of Science Teacher Education》2016,27(1):11-33
This paper explores the role that technology can play in engaging pre-service teachers with the iterative, “messy” nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another’s ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers’ knowledge and goals related to scientific modeling in the classroom. 相似文献
57.
College students frequently experience inattentive and hyperactive concerns. In multiple independent samples and three randomised experiments, we examined multiple versions of a short performance‐based measure translated from basic research on how organisms learn sequential stimuli patterns when such patterns are interleaved with information that is irrelevant to the pattern being learned. In one experiment, performance was uniquely related to self‐reported inattentive and hyperactive concerns, taking into account performance on a widely used inhibitory control task (Study 1, n = 20). In the two other experiments, randomly assigned variants of this measure demonstrated that: (a) relations among performance and inattentive and hyperactive concerns could be identified regardless of irrelevant stimuli positioning (Study 2, n = 60), and (b) one could reverse the relation between performance and inattentive and hyperactive concerns by visually enhancing distinguishing features of irrelevant stimuli (Study 3, n = 20). The findings have significant implications for multi‐method assessments of inattentive and hyperactive concerns in college settings. 相似文献
58.
Grant D. Miller Katherine M. Iverson Markus Kemmelmeier Chelsea MacLane Jacqueline Pistorello Alan E. Fruzzetti Melanie M. Watkins Larry D. Pruitt Megan Oser Barrie M. Katrichak Karen M. Erikson Katrina Y. Crenshaw 《Counselor Education & Supervision》2011,50(5):344-359
Treating suicidal clients with borderline traits can be conducive to burnout. Dialectical behavior therapy (DBT) may assuage this burnout in counselors. As part of a DBT treatment outcome study, 6 counselors in training collected their own salivary cortisol samples and completed self‐report measures of burnout and well‐being for 1 year. Findings indicate a significant interaction for cortisol levels by treatment condition, such that DBT counselors experienced less physiological stress over time relative to a control group of counselors. There were no group differences in self‐reported burnout or well‐being. DBT may have a salutary effect on trainees' physiological stress levels over time. 相似文献
59.
Matt Vassar Branden Carr Melissa Kash-Holley Elizabeth DeWitt Chelsea Koller Joshua Day Kimberly Day David Herrmann Matt Holzmann 《Journal of the Medical Library Association》2015,103(4):189-192
Objective
The choice of bibliographic database during the systematic review search process has been an ongoing conversation among information specialists. With newer information sources, such as Google Scholar and clinical trials registries, we were interested in which databases were utilized by information specialists and systematic review researchers.Method
We retrieved 144 systematic reviews and meta-analyses from 4 clinical endocrinology journals and extracted all information sources used during the search processes.Results
Findings indicate that traditional bibliographic databases are most often used, followed by regional databases, clinical trials registries, and gray literature databases.Conclusions
This study informs information specialists about additional resources that may be considered during the search process. 相似文献60.
Mikael Molet Holly C. Miller Jennifer R. Laude Chelsea Kirk Brandon Manning Thomas R. Zentall 《Learning & behavior》2012,40(4):439-447
Consistent with human gambling behavior but contrary to optimal foraging theory, pigeons show a strong preference for an alternative with low probability and high payoff (a gambling-like alternative) over an alternative with a greater net payoff (Zentall & Stagner, Proceedings of the Royal Society B, 278, 1203-1208, 2011). In the present research, we asked whether humans would show suboptimal choice on a task involving choices with probabilities similar to those for pigeons. In Experiment 1, when we selected participants on the basis of their self-reported gambling activities, we found a significantly greater choice of the alternative involving low probability and high payoff (gambling-like alternative) than for a group that reported an absence of gambling activity. In Experiment 2, we found that when the inhibiting abilities of typical humans were impaired by a self-regulatory depletion manipulation, they were more likely to choose the gambling-like alternative. Taken together, the results suggest that this task is suitable for the comparative study of suboptimal decision-making behavior and the mechanisms that underlie it. 相似文献