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In an attempt to enrich Sloop and Ono's (1997) theory of outlaw discourse, this article draws from the more extensive literature on the trickster to demonstrate how the two concepts have a shared heritage. First, the nature of outlaw discourse is reviewed, and then the myth of the trickster is discussed. Following these overviews, the similarities and differences between the two are explained by providing three brief examples of trickster-influenced outlaw discourse that demonstrate the potential for a trickster perspective to enrich the study of certain kinds of outlaw discourse. 相似文献
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Human immunodeficiency virus, or HIV continues to be a serious issue, especially for men who have sex with men (MSM). A new means of HIV prevention, called preexposure prophylaxis (PrEP), significantly reduces the chance of HIV infection. However, adoption of the drug has been slow. In this study, a content analysis of 234 online news articles about PrEP from popular U.S. news Web sites was conducted, focusing on how articles were framed in terms of benefits to PrEP, barriers to PrEP, the severity of HIV, and the susceptibility of MSM to HIV. Results showed that coverage contained conflicting information about PrEP and failed to cast HIV as a serious problem. 相似文献
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Rachel Theilheimer Josh R. Allen Rena I. R. Allen 《Early Childhood Education Journal》1991,19(1):38-39
Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. Josh R. Allen is a fifth-grader at Dows Lane Elementary School in Irvington, NY, where Rena I. R. Allen is in first grade. 相似文献
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Growth curve modeling provides a general framework for analyzing longitudinal data from social, behavioral, and educational sciences. Bayesian methods have been used to estimate growth curve models, in which priors need to be specified for unknown parameters. For the covariance parameter matrix, the inverse Wishart prior is most commonly used due to its proper and conjugate properties. However, many researchers have pointed out that the inverse Wishart prior might not work as expected. The purpose of this study is to investigate the influence of the inverse Wishart prior and compare it with a class of separation-strategy priors on the parameter estimates of growth curve models. In this article, we illustrate the use of different types of priors with 2 real data analyses, and then conduct simulation studies to evaluate and compare these priors in estimating both linear and nonlinear growth curve models. For the linear model, the simulation study shows that both the inverse Wishart and the separation-strategy priors work well for the fixed effects parameters. For the Level 1 residual variance estimate, the separation-strategy prior performs better than the inverse Wishart prior. For the covariance matrix, the results are mixed. Overall, the inverse Wishart prior is suggested if the population correlation coefficient and at least 1 of the 2 marginal variances are large. Otherwise, the separation-strategy prior is preferred. For the nonlinear growth curve model, the separation-strategy priors work better than the inverse Wishart prior. 相似文献
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Jason T. Downer Michael L. LópezKevin J. Grimm Aki HamagamiRobert C. Pianta Carollee Howes 《Early childhood research quarterly》2012,27(1):21
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar psychometric properties in classrooms serving ethnically and linguistically diverse children as it does in other classrooms. Specifically, this study investigated: (1) whether CLASS observations of teacher-child interactions are organized in three domains across classrooms with varying ethnic and language compositions (measurement invariance) and (2) the extent to which CLASS-assessed teacher-child interactions (emotional support, classroom organization, and instructional support) predict children's social, math, and literacy outcomes equally well for Latino and DLL children (predictive validity). CLASS observations of teacher-child interactions were conducted in 721 state-funded pre-k classrooms across 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. CLASS observations factored similarly across pre-k classrooms with different Latino and DLL compositions and predicted improvements in school readiness regardless of a child's Latino or DLL status. Results suggest CLASS functions equally well as an assessment of the quality of teacher-child interactions in pre-k settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting. 相似文献