Computer-based basic skills instruction in a CETA funded project: A case study     

Robert M. Caldwell  John J. Hedl Jr. 《The Urban Review》1984,16(2):76-86

This study investigated the question, Can computer-based education be used to develop literacy and mathematics skills in young adults so that they can pursue job and career opportunities that are not subsidized by agencies and the public and private sector? It also examined issues related to the motivation of students whose training was subsidized by CETA funding and that of learners who sought training voluntarily. In general, the study did not yield the results the program administrators expected. The computer-based instruction seemed to have little effect on program participants. Discussion probes at issues related to similar failures in CETA-funded projects and makes specific recommendations about the conditions of learning that must be present and the types of incentives necessary for the successful implementation of job skills training.  相似文献   

Clickers in the large classroom: current research and best-practice tips   总被引：8，自引：1，他引：7  

Caldwell JE 《CBE life sciences education》2007,6(1):9-20

Cues filtered in,cues filtered out,cues cute,and cues grotesque: Teaching mediated communication with emoji Pictionary     

Nicholas Brody  Lesley Caldwell 《Communication Teacher》2019,33(2):127-131

Courses: Any course that examines mediated and/or online communication, including but not limited to: Computer-Mediated Communication, Communication Theory, Interpersonal Communication, Introduction to Communication, and Organizational Communication

Objectives: In this single-class activity, students apply their knowledge of mediated communication theory by playing a twist on the classic party game Pictionary. Students attempt to communicate messages using only emojis. In doing so, they refine their understanding of how individuals adapt their mediated messages to account for the lack of nonverbal cues in many online environments.  相似文献   

Assisting children and families with military‐related disruptions: The United States Marine Corps school liaison program     

Keith R. Aronson  Linda L. Caldwell  Daniel F. Perkins  Kenneth W. Pasch 《Psychology in the schools》2011,48(10):998-1015

Military families face a number of unique challenges, including frequent relocations and school transitions, as well as extended separations from loved ones. The military, schools, and communities have been working together to build the capacity of children, youth, and families to successfully cope with the stressors they encounter. Most branches of the military have instituted liaison programs within schools and communities to help military school‐aged children make more seamless transitions from one school to another due to relocations. This study assessed the thoughts and perceptions of U.S. Marine Corps (USMC) school liaison professionals (SLs) regarding their work with a broad array of stakeholders, both on‐ and off‐base. Generally, SLs expressed positive sentiments regarding the USMC liaison program. They also reported that they were working hard at developing stronger connections to various constituencies in position to assist military families. Unfortunately, there was some indication that SLs may be at risk for burnout. Given the needs of military children, youth, and families, SLs appear to be filling an important function that could enhance military–school–community partnerships. © 2011 Wiley Periodicals, Inc.  相似文献   

Natural mentors, racial identity, and educational attainment among african american adolescents: exploring pathways to success     

Hurd NM  Sánchez B  Zimmerman MA  Caldwell CH 《Child development》2012,83(4):1196-1212

The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.  相似文献   

Meeting the Challenge of Science Literacy: Project 2061 Efforts To Improve Science Education          下载免费PDF全文

Mary Koppal  Ann Caldwell 《CBE life sciences education》2004,3(1):28-30

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Friendships, Peer Acceptance, and Group Membership: Realtions to Academic Achievement in Middle School     

Kathryn R. Wentzel  Kathryn Caldwell 《Child development》1997,68(6):1198-1209

Two samples of sixth-grade students were followed over time to examine relations of number of reciprocated friendships, peer acceptance, and group membership to academic achievement. In both samples, group membership was the most consistent predictor of grades over time. In study 2, prosocial behavior, antisocial behavior, and emotional distress were examined as processes that might explain these significant links between peer relationships and academic achievement. Results of longitudinal analyses support a conclusion that aspects of peer relationships are related to classroom achievement indirectly, by way of significant relations with prosocial behavior. Future research might benefit from more in-depth analyses of the functions of adolescent peer relationships and the processes by which they influence orientations toward social and academic competence at school.  相似文献   

新世纪的学校领导——与澳大利亚墨尔本大学卡德威尔教授的对话     

冯大鸣  卡德威尔 《教学与管理》2001,(7):3-5

冯大鸣：今年4月，我们有关“世纪初的国际教育管理走向”的对话，在华东师范大学的《全球教育展望》（原《外国教育资料》）2001年第4期发表后，引起了不少读者的兴趣，他们希望我们就教育管理的其他主题继续类似的对话。我感到，“新世纪的学校领导”是当前教育管理领域中又一个很有探讨价值的主题。在中国教育界。流行这样一句话：一个好校长，就是一所好学校。尽管这句话充满了校长个人英雄主义的色彩，并可能为“家长式领导”推波助澜，但就中国目前的学校管理现实而言，校长的这种地位还将延续很长一段时间。既然校长承载了如此重大的责任，那么他们自然会思考，21世纪的学校究竟需要什么样的领导？有人说，21世纪的学校需要民主领导；有人说，21世纪的学校需要法制化领导；还有人说，21世纪的学校需要创新式领导。我知道您对新世纪的学校领导有颇为独到的见解，今天，您能否向中国的读者谈谈您对新世纪学校领导的见解？  相似文献   

Ethnicity and engagement in first-year New Zealand law programmes     

Lynne Taylor  Erik Brogt  Ursula Cheer  Natalie Baird  John Caldwell  Debra Wilson 《高等教育研究与发展》2017,36(5):1047-1060

This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities.  相似文献   

Home Environment Classification System: A Model for Assessing the Home Environments of Developing Children     

Robert H. Bradley  Bettye M. Caldwell  Stephen L. Rock 《Early education and development》1990,1(4):237-265

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