The Japanese Private University   总被引：1，自引：0，他引：1  

William K. Cummings 《Minerva》1973,11(3):348-371

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Assessing Research Compliance for Federally Funded Projects: The Good,the Bad,and the Publicly Accessible     

Rebekah Cummings  Andrea Payant  Betty Rozum  Michael Shelton  Ryan Bushman 《图书馆管理杂志》2020,60(7):726-751

Abstract

In 2016, Utah State University launched a program to ensure their campus’ federal grant recipients were in compliance with funder mandates to share any data or publications produced as a result of the award. This article discusses how a cross-institutional team of librarians and administrators evaluated the success of this program using online asynchronous focus groups (OAFG) in conjunction with a traditional survey. The challenges and successes of using OAFGs to assess library services are also examined. An OAFG gave participants greater convenience, flexibility, participation, and time to craft answers, eliminating some of the hurdles to traditional focus group participation.  相似文献   

Can High School Achievement Tests Serve to Select College Students?     

Adriana D. Cimetta  Jerome V. D'Agostino  Joel R. Levin 《Educational Measurement》2010,29(2):3-12

Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed.  相似文献   

Book reviews     

Joel H. Wiener  Pamela K. Gilbert  J. James Mancuso  Gustavo Verdesio  J. Kendrick Noble  David A. Kronick  Thomas L. Boon  John Tebbel  Sally P. Bennett  J. James Mancuso  Gretchen V. Douglas  Richard W. Clement  Nat Bodian 《Publishing Research Quarterly》1996,12(2):64-86

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Child emotional security and interparental conflict     

Davies PT  Harold GT  Goeke-Morey MC  Cummings EM  Shelton K  Rasi JA 《Monographs of the Society for Research in Child Development》2002,67(3):i-v, vii-viii, 1-115

Guided by the emotional security hypothesis developed by Davies & Cummings (1994), studies were conducted to test a conceptual refinement of children's adjustment to parental conflict in relation to hypotheses of other prominent theories. Study 1 examined whether the pattern of child responses to simulations of adult conflict tactics and topics was consistent with the emotional security hypothesis and social learning theory in a sample of 327 Welsh children. Supporting the emotional security hypothesis, child reports of fear, avoidance, and involvement were especially prominent responses to destructive conflict. Study 2 examined the relative roles of child emotional insecurity and social-cognitive appraisals in accounting for associations between parental conflict and child psychological symptoms in a sample of 285 Welsh children and parents. Findings indicated that child emotional insecurity was a robust intervening process in the prospective links between parental conflict and child maladjustment even when intervening processes proposed in the social-cognitive models were included in the analyses. Studies 3 and 4 explored pathways among parental conflict, child emotional insecurity, and psychological adjustment in the broader family context with a sample of 174 children and mothers. Supporting the emotional security hypothesis, Study 3 findings indicated that child insecurity continued to mediate the link between parental conflict and child maladjustment even after specifying the effects of other parenting processes. Parenting difficulties accompanying interparental conflict were related to child maladjustment through their association with insecure parent-child attachment. In support of the emotional security hypothesis, Study 4 findings indicated that family instability, parenting difficulties, and parent-child attachment insecurity potentiated mediational pathways among parental conflict, child insecurity, and maladjustment. Family cohesiveness, interparental satisfaction, and interparental expressiveness appeared to be protective factors in these mediational paths. No support was found for the social learning theory prediction that parent-child warmth would amplify associations between parental conflict and child disruptive behaviors.  相似文献   

Follow-up of a preschool epidemiological sample: cross-age continuities and predictions of later adjustment with internalizing and externalizing dimensions of behavior   总被引：5，自引：0，他引：5  

M Fischer  J E Rolf  J E Hasazi  L Cummings 《Child development》1984,55(1):137-150

The continuity of behavioral adjustment from preschool through elementary school and junior high school years was examined. 541 children aged 9-15 years from a preschool epidemiological study were relocated and behavior checklist data obtained. Analyses focused on the relationship between internalizing and externalizing behavior dimensions from the preschool to follow-up periods. It was found that preschool externalizing symptoms were positively correlated with later externalizing and internalizing symptoms in the entire sample. Preschool internalizing symptoms, however, were predictive of later internalizing symptoms only for 2-year-old girls and 5- and 6-year-old boys. Similar results were obtained for clinically disturbed preschoolers. Results are consistent with previous findings regarding the longitudinal continuity of externalizing behavior but are at odds with reports of equal or greater stability of internalizing behavior. Given the magnitude of obtained correlations, even when significant, the results support the view that discontinuity rather than continuity in behavioral adjustment from preschool to later ages is the rule. The importance of examining other mediating variables in the prediction of behavioral adjustment and the need for models of development that encompass both stability and change are discussed.  相似文献   

Advances in the assessment of social competence: Findings from a preliminary investigation of a general outcome measure for social behavior     

Kelli D. Cummings  Ruth A. Kaminski  Kenneth W. Merrell 《Psychology in the schools》2008,45(10):930-946

This study describes the initial validation of an innovative social‐‐behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system‐wide interventions. Eighteen first‐grade students were monitored over an 8‐week period using the Initiation‐Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion‐related validity were calculated for the IRA. The measure's sensitivity to growth over time and between‐group variability were also assessed using hierarchical linear modeling procedures. Results indicate that scores on this measure are stable, and tap constructs similar to those assessed via teacher rating. © 2008 Wiley Periodicals, Inc.  相似文献   

Trajectories of perinatal depressive symptoms in the context of the COVID-19 pandemic     

Hanna C. Gustafsson  Anna S. Young  Olivia Doyle  Bonnie J. Nagel  Kristen Mackiewicz Seghete  Joel T. Nigg  Elinor L. Sullivan  Alice M. Graham 《Child development》2021,92(5):e749-e763

This study sought to advance understanding of the potential long-term consequences of the COVID-19 pandemic for child development by characterizing trajectories of maternal perinatal depression, a common and significant risk factor for adverse child outcomes. Data came from 393 women (86% White, 8% Latina; mean age = 33.51 years) recruited during pregnancy (n = 247; mean gestational age = 22.94 weeks) or during the first year postpartum (n = 146; mean child age = 4.50 months; 55% female). Rates of depression appear elevated, relative to published reports and to a pre-pandemic comparison group (N = 155). This study also provides evidence for subgroups of individuals who differ in their depressive symptom trajectories over the perinatal period. Subgroup membership was related to differences in maternal social support, but not to child birth outcomes.  相似文献   

Erratum to: Why the Boys are Missing: Using Social Capital to Explain Gender Differences in College Enrollment for Public High School Students     

Sarah Klevan  Sharon L. Weinberg  Joel A. Middleton 《Research in higher education》2016,57(2):258-259

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Teacher adaptation of document-based history curricula: results of the Reading Like a Historian curriculum-use survey     

Brad Fogo  Abby Reisman  Joel Breakstone 《课程研究杂志》2019,51(1):62-83

Although most teachers adapt curriculum, we know little about teachers’ rationales for modifying materials, how these rationales align with actual modifications, nor whether any patterns exist in the modifications that teachers make. This is especially the case in history/social studies, where research on curriculum is scant and research on teacher adaptation of curriculum is virtually non-existent. This paper addresses that gap. We report the results of a large-scale survey on curriculum use with over 1900 history teachers. The online survey focused on how and why teachers use and adapt lesson materials from a free online history curriculum and prompted teachers to upload examples of curriculum materials they had modified. We found that individual differences among teachers correlated with particular types of modifications. Moreover, we found that teachers were motivated to modify materials to address their students’ needs, and that their modifications rarely affected the core structure – or theory of content – of the lessons. We argue that such alignment between teachers and curricular materials represents an example of curricular fit. We discuss what curricular design features may have contributed to the high level of curricular fit among users as well as the implications of this construct for curriculum implementation efforts across subject areas.  相似文献