Review of “The Patron-Driven Library: A Practical Guide for Managing Collections and Services in the Digital Age” by Dee Ann Allison     

Debbie Currie 《资料收集管理》2013,38(4):300-301

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National profiles of school readiness skills for Head Start children: An investigation of stability and change   总被引：2，自引：0，他引：2  

Christine M. McWayne  Debbie L. Hahs-Vaughn  Katherine Cheung  Linnie E. Green Wright 《Early childhood research quarterly》2012

Among a nationally representative sample of 2336 Head Start children, patterns of school readiness were compared at the beginning and end of children's first preschool year, and predictors of stability and change across readiness profiles were examined. The present study documented that although the majority of children remain in a qualitatively similar school readiness profile across their first year in Head Start, 20% of children move to a qualitatively different profile over the school year, reflecting both improvements and declines in functioning. Child and family attributes (e.g., child age, ELL status, maternal education, and family structure), as well as contextual factors (e.g., teacher education and experience, parenting style, and parent involvement) were significant predictors of both profile stability and change. Given that we have little understanding about what factors practice or policy can manipulate to improve school readiness, these findings shed light on what we might do to promote school readiness and prevent declines in functioning over time. Thus, findings from this study provide a population- and pattern-based perspective of Head Start children's strengths and needs, relevant for informing both individual and systems level change in Head Start programs across the nation.  相似文献   

National Profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness   总被引：1，自引：0，他引：1  

Rebecca J. Bulotsky-Shearer  Xiaoli Wen  Ann-Marie Faria  Debbie L. Hahs-Vaughn  Jon Korfmacher 《Early childhood research quarterly》2012

Guided by a developmental and ecological model, the study employed latent profile analysis to identify a multilevel typology of family involvement and Head Start classroom quality. Using the nationally representative Head Start Family and Child Experiences Survey (FACES 1997; N = 1870), six multilevel latent profiles were estimated, characterized by distinct patterns of parent school involvement, parent home involvement, and classroom quality. The most prevalent profile (47.5% of children within the national sample) reflected low levels of parent home and school involvement practices, but above average classroom quality. Significant differences were found among the six profiles on (a) child, family, classroom, and program demographic characteristics, and (b) children's literacy, language, mathematics, and social skills at the end of children's first Head Start year. The strongest positive associations between profile membership and child outcomes were seen for children in profiles characterized by high levels of parent involvement and above-average levels of Head Start classroom quality, although there were several nuanced distinctions that emerged. Children within the profile characterized by low parent involvement and low classroom quality exhibited lower academic and social outcomes relative to children in higher quality profiles. Implications for early childhood practice, policy, and research are discussed.  相似文献   

Are two years better than one year? A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten   总被引：2，自引：0，他引：2  

Xiaoli Wen  Christine Leow  Debbie L. Hahs-Vaughn  Jon Korfmacher  Sue M. Marcus 《Early childhood research quarterly》2012

Using data from a nationally representative sample, this study examined Head Start children's school outcome differences by the end of Kindergarten between children who attended Head Start program for two years and the ones who attended for one year. Propensity scores were used to match children who experienced different durations of the program on a series of demographic characteristics in order to achieve a precise estimation of the effects of program duration. The results showed that in comparison to a demographically comparable group of children who attended the Head Start program for one year, the children who experienced two years of intervention services had statistically significantly higher performance on all six academic and social outcome measures by the end of Kindergarten, which included PPVT, Woodcock–Johnson Reading Skills, Woodcock–Johnson Math Reasoning Skills, teacher-reported composite academic skills, preschool learning behaviors, and social skills. Policy and practice implications are discussed.  相似文献   

Lung Volumes and Maximal Respiratory Pressures in Collegiate Swimmers and Runners     

Loren Cordain  Alan Tucker  Debbie Moon  Joel M. Stager 《Research quarterly for exercise and sport》2013,84(1):70-74

Abstract

To determine whether respiratory muscle strength is related to pulmonary volume differences in athletes and nonathletes, 11 intercollegiate female swimmers, 11 female cross-country runners, and two nonathletic control groups, matched to the athletes in height and age, were evaluated for pulmonary parameters including maximal inspiratory pressure (P_lmax) and maximal expiratory pressure (P_Emax). Swimmers exhibited larger (p < .05) vital capacities (VC), residual lung volumes (RV), inspiratory capacities (IC), and functional residual capacities (FRC) than both the runners or the controls but no difference (p > .05) in either P_lmax or inspiratory flow (FIV_25%-75%). Timed expiratory volumes (FEV Q.5 m and FEV_1.0 were significantly (p < .05) lower in the swimmers than in the controls. These data suggest that an adaptational growth may be responsible, in part, for the augmented static lung volumes demonstrated in swimmers  相似文献   

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology     

Rebecca Orr  Shellene Foster 《CBE life sciences education》2013,12(3):509-514

Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork''s research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities.  相似文献   

A progress report on the development of an instrument to measure communication apprehension in employment interviews     

Joe Ayres  Debbie M. Ayres  Diane Sharp 《Communication Research Reports》2013,30(1):85-94

The purpose of this study was to develop an instrument designed to measure communication apprehension in employment interviews. The Personal Report of Communication Apprehension in Employment Interviews (PRCAEI) consists of 5 items. Factor analysis revealed that all 5 items loaded on a single factor with a reliability of 89. The instrument showed reasonable overlap and divergence from the Personal Report of Communication Apprehension. As expected, the PRCAEI was inversely correlated with willingness to communicate and self‐perceived communication competence; Those with relatively high PRCAEI scores also reported entertaining more negative thoughts in imagined interviews than those with relatively low PRCAEI scores. Implications of these findings are discussed at the conclusion of this report.  相似文献   

Pond life that ‘know their place’: exploring teaching and learning support assistants’ experiences through positioning theory     

Debbie Watson  Phil Bayliss  Glynis Pratchett 《International journal of qualitative studies in education》2013,26(1):100-117

Teaching and learning support assistants (TLSAs) are notoriously underpaid and undervalued as members of school workforces in England and elsewhere in the world, where the discourse of support has worked to legitimize their poor status. This article reports and explores empirical findings through the lens of positioning theory. This theoretical approach has revealed ways in which the positions occupied by TLSAs are consolidated in social acts and discursive practices that contribute to a narrative that is shared and understood by those positioned and those positioning. The multiplicity of, and sometimes competing, positions occupied by TLSAs are revealed through different readings of the collective storylines of pond life and knowing one’s place that determine a set of social and occupational practices. These serve to illustrate the discursive fights TLSAs were engaged in to assert their professionalism in schools and to challenge their low status.  相似文献   

MEMORY FOR PICTORIAL INFORMATION AND THE PICTURE SUPERIORITY EFFECT     

Albert A. Maisto  Debbie Elaine Queen 《Educational gerontology》2013,39(2):213-223

This research compared the performance of younger (mean age — 20.7 years) and older (mean age–68.3 years) adults on a memory task that involved pictures, words, and pictures‐plus‐words as stimuli. The results, consistent with previous research, indicated an equivalent picture superiority effect for both young and old adults when pictures were compared to words. More specifically, although recall scores were significantly higher for younger adults compared to older adults, the superior recall scores for pictures versus words did not differ between the age groups. However, the performance of older adults declined markedly, compared to the younger adults, in the picture‐plus‐word condition. These findings are interpreted as providing support for a divided attention model, which involves effortful processing of both visual and verbal aspects of stimuli. This situation of divided attention appears to put older adults at a relative disadvantage compared to young adults.  相似文献   

Celebrating the achievements of sex and relationship peer educators: the development of an assessment process     

Debbie Morgan  John Tripp 《Sex education》2013,13(2):167-183

Young people engaged as peer educators are increasingly important in sex and relationship education (SRE) programmes in a variety of settings and are particularly valued in the APAUSE programme (Rees et al., 1997 Rees JB Mellanby AR Tripp JH (1997) Peer‐led education in the classroom (APAUSE), a collaborative intervention between education, health and young people in: J. Coleman & D. Roker (Eds) Teenage sexuality: risk, health and education (London, Harwood Academic) 137 164  [Google Scholar]). The increase in popularity of peer education raises a need to value the inputs of young people and to give formal recognition to peers. An assessment process focusing on aspects of performance including communication, teamwork and relationships skills has been developed to assess volunteer peer educators on the APAUSE programme that aims to reconcile the typical tension in assessment of showing public recognition of competence and the ability to motivate learners. This paper reports initial findings from a pilot of this assessment process in 28 schools, involving 484 peer educators across England. Initial data suggest this has been extremely well received by teachers and peers. Experience of the process provides teachers with a method of feedback, which, by sharing the language of assessment with peers, enables the young people to be clearer about their tasks, making them more effective as peers and better able to articulate their experiences. These data are used to describe the contributions that an assessment process, focused on assessing performance in authentic situations, can make to SRE.  相似文献