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Amy E. Blevins 《Journal of the Medical Library Association》2012,100(4):326-327

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2009 ILLiad Conference: Two Perspectives     

Amy R. Paulus  Carrie Eastman 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):259-263

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Fatal child maltreatment: Characteristics of deaths from physical abuse versus neglect     

Amy Damashek  Melanie McDiarmid Nelson  Barbara L. Bonner 《Child abuse & neglect》2013

This study examined victim, family, and alleged perpetrator characteristics associated with fatal child maltreatment (FCM) in 685 cases identified by child welfare services in the state of Oklahoma over a 21-year period. Analyses also examined differences in child, family, and alleged perpetrator characteristics of deaths from abuse versus neglect. Case information was drawn from child welfare investigation records for all FCM cases identified by the state Department of Human Services. Fatal neglect accounted for the majority (51%) of deaths. Children were primarily younger than age 5, and parents were most frequently the alleged perpetrators. Moreover, most victims had not been the subject of a child welfare report prior to their death. A greater number of children in the home and previous family involvement with child welfare increased children's likelihood of dying from neglect, rather than physical abuse. In addition, alleged perpetrators of neglect were more likely to be female and biologically related to the victim. These results indicate that there are unique family risk factors for death from neglect (versus physical abuse) that may be important to consider when selecting or developing prevention efforts.  相似文献   

Relational Turbulence in College Dating Relationships: Measurement,Construct Validity,and Comparison to Marriage     

Amy Janan Johnson 《Communication quarterly》2013,61(4):424-435

This study seeks to examine a relationship ignored by most communication researchers: the long‐distance friendship. In this study, geographically close friends reported more maintenance behaviors than long‐distance friends. However, no significant differences were found concerning how satisfied or close they perceive their friendship to be or whether they expected their friendship to continue. Differences in the maintenance behaviors reported for each type of friend suggest that some maintenance behaviors may be more important than others for maintaining a close, satisfactory friendship. Implications for current conceptualizations of relational maintenance are discussed.  相似文献   

The process of relationship development and deterioration: Turning points in friendships that have terminated   总被引：1，自引：1，他引：0  

Amy Janan Johnson  Elaine Wittenberg  Michel Haigh  Shelley Wigley  Jennifer Becker  Ken Brown 《Communication quarterly》2013,61(1):54-67

This study examines friendships that have ended. Five recalled trajectories for dissolved friendships were found. Certain turning points were generally associated with increases in friendship closeness, while others were associated with decreases in closeness. In addition, gender differences were found for several of the turning points reported. Implications are discussed for interpersonal communication research based on a traditional linear conceptualization of relational development and deterioration.  相似文献   

Changes in Friendship Commitment: Comparing Geographically Close and Long-Distance Young-Adult Friendships     

Amy Janan Johnson  Jennifer A. H. Becker  Elizabeth A. Craig  Eileen S. Gilchrist  Michel M. Haigh 《Communication quarterly》2013,61(4):395-415

The existence of long-distance (LD) friendships throws into question assumptions that scholars of interpersonal communication often make about commitment to relationships, the development of relationships, and friendships. An analysis of turning points comparing commitment changes in young-adult geographically close and LD same-sex friendships revealed high and fluctuating levels of commitment over the history of the friendships for both types. Over 80% of those having LD friends reported their levels of commitment were currently increasing, rather than decreasing. Women were more likely than men to report nonlinear trajectories for their friendships, more downturns in commitment to their friendships, and more turning points related to changes in commitment to their friendships.  相似文献   

Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes     

Kristin M. Perrone  Stephen L. Wright  Tracy M. Ksiazak  Amy L. Crane  Aarika Vannatter 《Roeper Review》2013,35(2):127-139

The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided.  相似文献   

Use of Generalizability Theory Within K–12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature     

Amy M. Briesch  Sandra M. Chafouleas  Austin Johnson 《教育实用测度》2013,26(2):83-107

ABSTRACT

Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K–12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided.  相似文献   

Comparing effects of different writing activities on reading comprehension: A meta-analysis     

Michael Hebert  Amy Simpson  Steve Graham 《Reading and writing》2013,26(1):111-138

The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure.  相似文献   

Investigating the impact of automated feedback on students’ scientific argumentation     

Mengxiao Zhu  Hee-Sun Lee  Ting Wang  Ou Lydia Liu  Vinetha Belur  Amy Pallant 《International Journal of Science Education》2013,35(12):1648-1668

ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献