Virtual Organization: Toward a Theory of Societal Transformation Stimulated by Information Technology, by A. Mowshowitz. Westport, CT: Quorum Books, 2002. xiii + 264 pp. $49.95. ISBN 1-56720-501-1.     

Gerardine DeSanctis  Michael Roach 《The Information Society》2003,19(4):333-334

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An interview with mike kendall,director of defense training     

James L. Roach 《Performance Improvement》1998,37(1):37-38

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Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis     

Victoria A. Roach  Misa Mi  Jason Mussell  Sonya E. Van Nuland  Rebecca S. Lufler  Kathryn M. DeVeau  Stacey M. Dunham  Polly Husmann  Hannah L. Herriott  Danielle N. Edwards  Alison F. Doubleday  Brittany M. Wilson  Adam B. Wilson 《Anatomical sciences education》2021,14(3):317-329

Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969–2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r_pooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.  相似文献   

Helping Students Develop Statistical Reasoning: Implementing a Statistical Reasoning Learning Environment     

Joan Garfield  Dani Ben‐Zvi 《Teaching Statistics》2009,31(3):72-77

This article describes a model for an interactive, introductory secondary‐ or tertiary‐level statistics course that is designed to develop students' statistical reasoning. This model is called a ‘Statistical Reasoning Learning Environment’ and is built on the constructivist theory of learning.  相似文献   

An hedonic analysis of American collectable comic-book prices     

John Wyburn  Paul Alun Roach 《Journal of Cultural Economics》2012,36(4):309-326

A well-documented instance of the establishment and evolution of a modern market is that of the American collectable comic-book market. The development of this can be reliably traced from inception to the present day. A sample of 1,100 American collectable comic-books is subjected to an hedonic analysis to determine the relative contribution of pricing components (predictor variables) to the market price. Issues arising from the model’s significance and predictive power are addressed in terms of provenance (path dependency of price). The history of the market is examined in terms of the dates by which predictive variables were introduced. The difficulty of obtaining a universal pricing rule is considered, and conclusions are drawn regarding the form and value of such a rule.  相似文献   

On board early: Building strong family-school relations     

Kevin J. Swick  Rolf Grafwallner  Michael Cockey  Joan Roach  Sheilah Davidson  Marie Mayor  Nancy Gardner 《Early Childhood Education Journal》1997,24(4):269-273

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Measuring Mastery Across Grades: An Application to Spelling Ability     

Daniël Van Nijlen  Rianne Janssen 《教育实用测度》2013,26(4):367-387

The distinction between quantitative and qualitative differences in mastery is essential when monitoring student progress and is crucial for instructional interventions to deal with learning difficulties. Mixture item response theory (IRT) models can provide a convenient way to make the distinction between quantitative and qualitative differences in mastery. The use of latent groups, rather than focusing on manifest groupings like gender or grade, in these models is very informative to give a substantive interpretation to the qualitative differences. In the current study, mixture IRT modeling is applied to the mastery of two crucial rules in vowel duration spelling in Dutch by pupils in the four final grades of primary school. Results indicate that differences in mastery of the spelling rules are not strictly quantitative. Three latent groups of pupils can be distinguished that show qualitative differences in the mastery of one of the crucial spelling rules involved.  相似文献   

A Helping Hand? A Study into an England-wide Peer Mentoring Program to Address Bullying Behavior     

Gareth Roach 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):210-223

The purpose of this paper is to provide findings from a study into a school peer mentoring program which matched children aged between 9 and 12?years of age who were bullied or at-risk of being bullied with older student mentors. In total, 372 mentees as well as a comparison group of 1,249 young people from 22 English schools completed a questionnaire at the start and end of the school year (approximately nine months). An examination of the results showed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These outcomes did not significantly vary by the mentee’s age, gender, or the number of mentoring meetings. Potential reasons for these findings are explored with a particular emphasis on the school environment and its influence on mentee–mentor and mentee–teacher relationships. The findings will have potential implications for future research and program developers.  相似文献   

Highlighting the role of the episodic situation model in the solving of arithmetical problems     

Danièle Coquin-Viennot  Stéphanie Moreau 《European Journal of Psychology of Education - EJPE》2003,18(3):267-279

The objective of this research was to compare two types of models used in problem solving: those which give priority to intermediate qualitative representations, such as the episodic situation model, and those which are centred on the activity of the participant and are of a procedural nature. Two-step distributive problems were chosen that could be solved using two different strategies: factorisation or development. These problems were given to French primary school pupils in year groups 3rd grade (8–9 years old) and 5th grade (10–11 years old). Each problem was formulated in four different ways by crossing two variables which modify the text: on the one hand, the presence of an element structuring the objects enumerated in the problem and on the other hand, the order of the numerical data. We have noted the percentage of ‘factorisation’ strategies used by the pupils. The results show that (1) factorisation was most often used by the older pupils; (2) the presence of a structuring element increased the number of factorisations whereas the order of the numerical data had no effect. This suggests that the problem-solving models which involve the episodic situation model are more suited to result interpretation than procedural models.  相似文献   

Evaluation of a State Initiative to Improve Child Care Quality     

Mary A. Roach  David A. Riley  Diane Adams  David Edie 《Early education and development》2005,16(1):69-84

Wisconsin's Early Childhood Excellence Initiative was a $15 million public policy effort designed in 2000 to increase child care quality for low-income children. An evaluation revealed significant improvement in classroom quality, the quality of caregiver interaction, and caregivers' beliefs about children following a complex multi-faceted intervention in 28 selected child care centers. The evaluation also revealed higher quality in Centers for Excellence relative to Comparison centers. Research over the past 35 years has demonstrated that high quality early care and education is one of our best hopes for optimizing the long-term developmental outcomes of infants and young children in poverty. Positive results from this evaluation suggest that it may be within the power of state government to raise the quality of early care and education, should the commitment be there to do so.  相似文献