Parental Involvement in Children's Reading: Survey of Schools in Tower Hamlets     

Roger Hancock 《Literacy》1991,25(1):4-6

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Systems thinking for curious managers: With 40 new management f-Laws     

David Hancock 《Action Learning: Research and Practice》2012,9(2):204-205

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Use of Instructional Feedback and Modification Methods among University Faculty     

David M. Shannon  Darla J. Twale  Gregory R. Hancock 《Assessment & Evaluation in Higher Education》1996,21(1):41-53

This study focused on methods used by faculty to gather feedback and how this feedback was used to modify instruction. Data were gathered to determine the degree to which these methods of feedback and modification of instruction were dependent upon variables such as class size, teaching experience, pedagogical training, academic rank and status, gender and academic discipline. It was found that the amount of feedback and modification of instruction did not vary significantly across the variables of teaching experience and class size. The analyses examining the effects of the remaining independent variables (i.e. college of study, pedagogical training, gender, rank, status) did detect statistically significant results. Specifically, those instructors who had received some training in pedagogical methods gathered feedback about their teaching more than those instructors without such pedagogical training. Also, faculty from the Colleges of Education and Liberal Arts used more methods to gather feedback than those faculty from the College of Science and Mathematics. Faculty in the College of Science and Math also did the least in terms of course and instructional modification, significantly less than faculty in the Colleges of Agriculture, Business, Education, Engineering and Liberal Arts.  相似文献   

Comparing social desirability responding on world wide web and paper-administered surveys     

Dawson R. Hancock  Claudia P. Flowers 《Educational technology research and development : ETR & D》2001,49(1):5-13

Social desirability responding (SRD) on surveys administered on the World Wide Web (WWW) and on paper was examined using 178 graduate and undergraduate students randomly assigned to a 2 (World Wide Web and Paper) ×2 (Anonymous and Nonanonymous) true experimental design. The findings reveal no differences in SDR between the WWW and the paper-administered survey conditions, and no differences in SDR between the anonymous and nonanonymous conditions. These findings and potential explanations are examined for consideration by anyone interested in using the WWW to obtain accurate information from survey participants.  相似文献   

An Expanded Control Model for the Use of Instructional Feedback     

Hancock Thomas E.  Thurman Richard A.  Hubbard David C. 《Contemporary educational psychology》1995,20(4)

The strengths of the now classic Kulhavy/Stock model of instructional feedback are summarized and various researchers′ suggestions for improvement are incorporated into an expanded model. Data from two computer drill experiments demonstrate that the use of feedback varies systematically between subjects: the highest achieving subjects use feedback as the Kulhavy/Stock model predicts, the intermediate achievers use of feedback is less predictable, and the lowest achievers use feedback in a nearly random manner. These response patterns can be addressed in a feedback processing model which adds higher level goals related to certitude and correct responding. The expanded model has the following characteristics: feedback processing is not automatic, but varies in mindfulness; learner′s individual goals are incorporated; analysis and modeling are conducted on a subject by subject basis; and instructional feedback is understood more in terms of each learner′s control systems and less in terms of a stimulus-response orientation.  相似文献   

The Diverse Risk Profiles of Persistently Absent Primary Students: Implications for Attendance Policies in Australia     

Kirsten J. Hancock  Francis Mitrou  Catherine L. Taylor  Stephen R. Zubrick 《Journal of Education for Students Placed at Risk》2018,23(1-2):53-69

ABSTRACT

The risk factors associated with absenteeism are well known. However, children's exposure to combinations of risks and how these relate to absence patterns remains unclear. Understanding variations in risk profiles among persistently non-attending children will inform the development of absence interventions. Using a longitudinal sample of Australian children (6–11 years), a latent class analysis of 19 risks identified four classes of risk exposure. Most children (56%) were exposed to minimal risk, 20% were exposed to parenting, child development, and mental health risks only, 15% were exposed to a greater extent to financial risks only, and 9% had a higher probability of exposure to all risks. Persistently non-attending children were eight times more likely to be in the high-risk group than regular attenders. However, one-third of persistent non-attenders were classified as low-risk. The heterogeneity of risk profiles is discussed in relation to policies using financial penalties to motivate improved attendance.  相似文献   

Selecting Socio-scientific Issues for Teaching     

Hancock  Tamara S.  Friedrichsen  Patricia J.  Kinslow  Andrew T.  Sadler  Troy D. 《Science & Education》2019,28(6-7):639-667

Science & Education - Currently there is little guidance given to teachers in selecting focal issues for socio-scientific issues (SSI)-based teaching and learning. As a majority of teachers...  相似文献   

The Effects of Parent-Implemented Enhanced Milieu Teaching on the Social Communication of Children Who Have Autism     

Ann P. Kaiser  Terry B. Hancock  Jennifer P. Nietfeld 《Early education and development》2000,11(4):423-446

This study examined the effects of training six parents to use Enhanced Milieu Teaching (EMT) with their preschool children with autism or pervasive development disabilities. A modified single subject design across the six families was used to assess the parents' acquisition and generalized use of the EMT strategies. The parents learned to use the naturalistic language intervention strategies during 24 individual training sessions in the clinic and generalized their use of the strategies to home interactions at the end of the intervention. Follow- up observations in the clinic and home observations six months after the intervention indicated that parents maintained their use of the newly-learned procedures throughout the follow-up period but at levels lower than those achieved during the clinic training. Positive effects were observed on the use of communication targets for all children and on the complexity and diversity of productive language for most children. Child effects generalized and maintained for four of six children and there was evidence of change on developmental assessments of language for five of six children. Parent satisfaction with the intervention procedures and child outcomes was high.  相似文献   

A comparison of the Stanford-Binet Intelligence Scale and the McCarthy Scales of Children's Abilities with preschool children     

Kathryn Clark Gerken  Kathryn Annette Hancock  Terese Hartung Wade 《Psychology in the schools》1978,15(4):468-472

The purpose of the present study was to determine the degree to which performance on the McCarthy Scaies of Children's Abilities correlated with performance on the Stanford-Binet for a group of preschoolers. The sample consisted of 44 children ranging in age from 3–11 to 5–4. It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores, r^xy = .90. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales.  相似文献   

‘They’re True Stories? Yeah,No They’re Not’ Questions of Authenticity and Authority Raised by the Use of Comic Books to Represent Biblical Narratives in Religious Education     

Rae Hancock 《Changing English: An International Journal of English Teaching》2019,26(4):367-382

ABSTRACT

The affordances of the comic book medium facilitate individual, interpretive readings of narrative and as such challenge the notion of a single message or meaning. This article explores how secondary school students encounter and re-orientate themselves to personal concepts of religious and educational authority and authenticity as a consequence of reading a comic book biblical narrative in a Religious Education lesson. Through this encounter and dialogue with one another, they negotiate these concepts, the meanings of which are necessarily embedded in the social and are thus enabled to take a stance on competing truth claims. This article also considers the implications of rendering sacred texts as comic books.  相似文献