Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems     

Theresa E. Egan  Frances A. Wymbs  Julie Sarno Owens  Steven W. Evans  Chelsea Hustus  Darcey M. Allan 《Psychology in the schools》2019,56(10):1633-1653

Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.  相似文献   

宝鸡峡信邑沟水库除险加固工程水泥深层搅拌桩成桩试验之分析     

杨磊 《杨凌职业技术学院学报》2007,6(2):64-66

信邑沟水库工程在除险加固改造中,在坝体上游坡角处对坝基采用水泥深层搅拌桩进行围封换填试验,文中对水泥深层搅拌桩施工的试验结果进行了分析.  相似文献   

翻译中的语篇分析   总被引：2，自引：0，他引：2  

朱建 《新疆职业大学学报》2004,12(1):58-61

翻译学必须吸收相关学科的研究成果及其理论以发展本学科的研究方法。语篇分析，有可能为翻译研究提供理论依据和研究模式。本文概述了翻译学与语篇分析，讨论了该模式的研究范围、重点及其方法。  相似文献   

Incorporating Uncertainty Into Parallel Analysis for Choosing the Number of Factors via Bayesian Methods     

Roy Levy  Yan Xia  Samuel B. Green 《Educational and psychological measurement》2021,81(3):466

A number of psychometricians have suggested that parallel analysis (PA) tends to yield more accurate results in determining the number of factors in comparison with other statistical methods. Nevertheless, all too often PA can suggest an incorrect number of factors, particularly in statistically unfavorable conditions (e.g., small sample sizes and low factor loadings). Because of this, researchers have recommended using multiple methods to make judgments about the number of factors to extract. Implicit in this recommendation is that, when the number of factors is chosen based on PA, uncertainty nevertheless exists. We propose a Bayesian parallel analysis (B-PA) method to incorporate the uncertainty with decisions about the number of factors. B-PA yields a probability distribution for the various possible numbers of factors. We implement and compare B-PA with a frequentist approach, revised parallel analysis (R-PA), in the contexts of real and simulated data. Results show that B-PA provides relevant information regarding the uncertainty in determining the number of factors, particularly under conditions with small sample sizes, low factor loadings, and less distinguishable factors. Even if the indicated number of factors with the highest probability is incorrect, B-PA can show a sizable probability of retaining the correct number of factors. Interestingly, when the mode of the distribution of the probabilities associated with different numbers of factors was treated as the number of factors to retain, B-PA was somewhat more accurate than R-PA in a majority of the conditions.  相似文献   

Exploring digital transformation through pretend play in kindergarten     

Franziska Vogt  Lena Hollenstein 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2130-2144

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Using conjoint analysis to examine bias in referral to a behavior intervention program     

Amity Noltemeyer  Claire Kunesh  Erin Harper  Darrel R. Davis 《Psychology in the schools》2021,58(1):89-106

Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice.  相似文献   

Meta‐analysis and mega‐analysis: A simple introduction     

Joseph G. Eisenhauer 《Teaching Statistics》2021,43(1):21-27

Statistical methods are increasingly being used to integrate findings from the ever‐expanding universe of empirical research. Meta‐analysis encompasses various techniques for synthesizing summary statistics, and mega‐analysis pools raw data across studies. This paper offers an introduction to meta‐analysis and mega‐analysis that complements the study of analysis of variance (ANOVA). After a brief conceptual discussion, we provide simple numerical examples.  相似文献   

Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation     

《Studies in Educational Evaluation》2021

This investigation addresses the need for valid and reliable instruments that contribute to understanding the factors that lead to the rejection of science-related studies. We discuss the theoretical and methodological limitations of published attitudes toward science questionnaires and describe the development and validation of a short instrument rooted in the cost construct of the expectancy-value model of achievement motivation. We collected data from a sample of six hundred thirty-two 5^th and 6^th (M_age = 10.87; SD = .76) elementary students in Spain. Exploratory and confirmatory factor analysis revealed a parsimonious structure measuring loss of valued alternatives and task effort ​cost. Further psychometric evaluation displayed evidence for convergent, discriminant, and concurrent validity. Likewise, the reliability was acceptable for both three-item scales. These findings support the proposed instrument to measure barriers experienced by Spanish children when studying school science.  相似文献   

Connecting feedback to self-efficacy: Receiving and providing peer feedback in teacher education     

《Studies in Educational Evaluation》2021

Feedback can play a vital role in fostering teacher self-efficacy. Social comparisons and feedback valence (positive vs. negative feedback) are assumed to have a large impact on self-efficacy. Therefore, how pre-service teachers perceive social comparisons and feedback valence in peer feedback and the extent to which pre-service teachers (bachelor/master students) and teacher trainers incorporate comments that can have an impact on self-efficacy into their peer feedback merit investigation. Two studies were conducted. The first showed that peer feedback consisting of a social comparison and with positive feedback valence resulted in greater willingness to improve and positive affect. The second study revealed that teacher trainers’ feedback was more specific, whereas bachelor students’ feedback contained more social comparisons than did master students’ and teacher trainers’. Future research and practical implications are discussed.  相似文献   

The dynamic relationship between response processes and self-regulation in critical thinking assessments     

《Studies in Educational Evaluation》2021

Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.  相似文献