The role of sweeteners in the diet of young children     

LuAnn Soliah  Janelle Walter  Thomas Parks  Kathleen Bevill  Bernadette Haschke 《Early Childhood Education Journal》1997,24(4):243-247

The health and nutrition implications of high sugar intake for young children are discussed. Infants and young children prefer foods that taste sweet. Sugar substitutes used in moderation can provide a compromise for child care providers who want to offer nutritious food which young children will eat. This study examined sweetener preferences of young children, including a new sweetener (Sweet One^®). Participants (3–8 years of age) sampled a beverage and plain cottage cheese sweetened with either sugar or Sweet One^® as part of a sensory difference test. They also ranked four vanilla puddings sweetened with sugar and three FDA approved sweeteners. In the difference test, the subjects were able to tell the difference between sugar and Sweet One^® in the beverage, but not in the cottage cheese. There was no consensus among the panelists for a sweetener preference in the rank-order test.  相似文献   

Personal and Contextual Influences on Township School Learners’ Motivation and Self-Regulated Learning     

Bernadette Geduld 《Africa Education Review》2017,14(2):122-139

Learners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation.  相似文献   

Measuring strategy use with self-report instruments: theoretical and empirical considerations     

Gonny Schellings  Bernadette Van Hout-Wolters 《Metacognition and Learning》2011,6(2):83-90

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Raising the quality and image of TVET: Lower-level training or motor for inclusive and sustainable growth?     

Paul Brennan 《Prospects》2014,44(2):183-195

Though viewed as second-class until fairly recently, Canada’s system for providing technical and vocational education and training (TVET) now provides relevant post-secondary education that meets the needs of highly skilled professionals in all job categories. As the system evolved, it changed the public view of skills education. This article analyses four lessons from that experience: on the importance of decentralised authority, close partnership with employers, attention to the needs of learners, and innovative leadership and language. It also reflects on the interests and needs of international partners with respect to the decentralized Canadian TVET system.  相似文献   

Training phonological awareness: a study to evaluate the effects of a program of metalinguistic games in kindergarten     

Brennan  Fiona  Ireson  Judith 《Reading and writing》1997,9(4):241-263

A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed.  相似文献   

Steering Higher Education Towards the Workplace     

John Brennan  Brenda Little 《Higher Education in Europe》1997,22(4):531-537

This article examines the changing relationship between higher education and the state in the United Kingdom during a period of rapid higher education expansion and diversification. The roles, respectively, of the academic community, the labour market, and government in the steering of this relationship are considered. The paper concludes that, although external initiatives may have an important role to play in stimulating change in higher education, it is the academic community itself which determines the pace and direction of change.  相似文献   

Generalizability Theory   总被引：1，自引：0，他引：1  

Robert L. Brennan 《Educational Measurement》1992,11(4):27-34

Generalizability theory consists of a conceptual framework and a methodology that enable an investigator to disentangle multiple sources of error in a measurement procedure. The roots of generalizability theory can be found in classical test theory and analysis of variance (ANOVA), but generalizability theory is not simply the conjunction of classical theory and ANOVA. In particular, the conceptual framework in generalizability theory is unique. This framework and the procedures of generalizability theory are introduced and illustrated in this instructional module using a hypothetical scenario involving writing proficiency.  相似文献   

Methodology for Examining the Reliability of Group Mean Difference Scores     

Robert L. Brennan  Ping Yin  Michael T. Kane 《Journal of Educational Measurement》2003,40(3):207-230

This article treats various procedures for examining the reliability of group mean difference scores, with particular emphasis on procedures from univariate and multivariate generalizability theory. Attention is given to both traditional norm-referenced perspectives on reliability as well as criterion-referenced perspectives that focus on error-tolerance ratios and functions of them. The procedures discussed are illustrated using three cohorts of data for third- and fourth-grade students in Iowa who took the Iowa Tests of Basic Skills in recent years. For these data, estimates of reliability for norm-referenced decisions tend to be relatively low. By contrast, for criterion-referenced decisions, estimates of reliability-like coefficients based on error-tolerance ratios tend to be noticeably larger.  相似文献   

Some Problems, Pitfalls, and Paradoxes in Educational Measurement   总被引：1，自引：0，他引：1  

Robert L. Brennan 《Educational Measurement》2001,20(4):6-18

This article provides brief discussions of an eclectic set of problems, pitfalls, and paradoxes that challenge measurement theory and practice, especially for K–12 achievement testing. The technical issues considered are: true scores and error scores, fixed versus random facets, lower limits to reliability, the reliability-validity paradox, reliability of difference scores, equating and linking, and scaling. The practical issues considered are: validation, standard setting, instructional improvement and high-stakes accountability, multiple measures, adequate yearly progress, the National Assessment of Educational Progress as a confirmation model, and capacity.  相似文献   

Students' expectations about the processing demandsof teacher-made tests     

Hein  Bernadette H.A.M.  Huub  Gert 《Studies in Educational Evaluation》2004,30(4):281-304

History teachers (N=22) and their 11th-grade students (N=451) rated the importanceof four types of questions (verbatim, paraphrase, inference and skill items) by indicating the degree to which these questions were to be expected in an upcoming teacher-made test about a particular textbook chapter. In addition, teachers classified their actual tests according to these four question types. Importance ratings of individual students showed a low correspondence with those of their teacher and no correspondence with the actual test questions (as classified by their teacher). However, teachers' importance ratings also showed a considerable number of discrepancies with the actual test questions. These findings suggest that in study-test situations, more clarity is needed about processing demands.  相似文献