Theoretical Development,Factorial Validity,and Reliability of the Online Graduate Mentoring Scale     

Linda M. Crawford  Justus J. Randolph  Iris M. Yob 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):20-37

In this study, we sought to confirm the theoretical framework underlying an Online Graduate Mentoring Scale by establishing the scale’s factorial validity and reliability. Analysis of data received from doctoral students and alumni/ae of the College of Education of one large, online, accredited university reduced the initial theoretical framework from seven to six attributes, and resulted in a revision of the scale. Further research is needed to test the theoretical framework with other relevant populations and to refine the scale itself by reducing skewness and attaining item balance.  相似文献   

From Analog Dollars to Digital Dimes: A Look into the Performance of US Newspapers     

Hsiang Iris Chyi  Ori Tenenboim 《Journalism Practice》2019,13(8):988-992

  相似文献   

BMI group-related differences in physical fitness and physical activity in preschool-age children: a cross-sectional analysis   总被引：1，自引：0，他引：1  

Niederer I  Kriemler S  Zahner L  Bürgi F  Ebenegger V  Marques P  Puder JJ 《Research quarterly for exercise and sport》2012,83(1):12-19

In the Ballabeina study, we investigated age- and BMI-group-related differences in aerobic fitness (20 m shuttle run), agility (obstacle course), dynamic (balance beam) and static balance (balance platform), and physical activity (PA, accelerometers) in 613 children (M age = 5.1 years, SD = 0.6). Normal weight (NW) children performed better than overweight (OW) children in aerobic fitness, agility, and dynamic balance (all p <.001), while OWchildren had a better static balance (p < .001). BMI-group-related differences in aerobic fitness and agility were larger in older children (p for interaction with age = .01) in favor of the NW children. PA did not differ between NW and OW (p > or = .1), but did differ between NW and obese children (p < .05). BMI-group-related differences in physical fitness can already be present in preschool-age children.  相似文献   

Sequence Learning in 4‐Month‐Old Infants: Do Infants Represent Ordinal Information?     

David J. Lewkowicz  Iris Berent 《Child development》2009,80(6):1811-1823

This study investigated how 4‐month‐old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements—3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., A B CD, C B DA)—and then were tested for the detection of changes in the target’s position. Infants detected an ordinal change only when it disrupted the statistical co‐occurrence of elements but not when statistical information was controlled. It is concluded that 4‐month‐olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position.  相似文献   

Characterizing the motives and environmental literacy of undergraduate and graduate students who elect environmental programs – a comparison between teaching-oriented and other students     

Iris Alkaher  Daphne Goldman 《Environmental Education Research》2018,24(7):969-999

One aspect of the increasing position of sustainability in higher education is establishment of distinct interdisciplinary environment-oriented programs. The point-of-departure of this study is differentiation between teaching- and non-teaching-oriented students, in view of their different respective professional roles in society. The motives and environmental literacy (EL) of incoming students were investigated in three types of sustainability programs in Israel: undergraduate teacher-training, graduate teacher-education and graduate non-teacher programs. For all students acquiring knowledge was the major motive for studies. Undergraduate student-teachers demonstrated the least developed EL, although it is slightly higher than that found for incoming student-teachers a decade ago. Graduate teacher-students displayed strong identity as educational agents-of-change and role-models; however, their limited environmental-knowledge raises questions concerning providing knowledge foundations in undergraduate teacher-training programs, indicating the necessity to supplement this in graduate teacher-programs. Graduate non-teacher students perceive their continuing sustainability-oriented studies as a means for developing an environmental career and enter these programs relatively environmentally-literate. The implications focus on necessary components and characteristics of sustainability-programs directed to teaching- and non-teaching-oriented students. These include the necessity to strengthen the environmental-knowledge component in programs directed to teachers; and embed opportunities for professional internships within graduate programs for non-teachers seeking environmental careers.  相似文献   

The impact of global and local context information on the processing of deceptive actions in game sports     

Iris Güldenpenning  Mustafa Alhaj Ahmad Alaboud  Wilfried Kunde  Matthias Weigelt 《Sportwissenschaft》2018,48(3):366-375

In basketball, the defender’s reaction to a pass is slower and more error prone if the attacking player gazes into the opposite direction. This so-called head-fake effect might be modulated by context information, that is, the frequency and the sequence of head fakes occurring. Accordingly, the present study investigates the head-fake effect for different frequency proportions (20% vs. 50% vs. 80%). The results show that the head-fake effect decreases when the head fake occurs more often. Furthermore, a potential influence of previous fake experience (i.e., congruency-sequence effect) on the size of the head-fake effect was investigated. Importantly, previous fake experience did not cause the frequency-based modulation of the general size of the head-fake effect. These findings bare important implications for sports practice, especially when it comes to instructing players about the tactical use of deceptive actions.  相似文献   

Emotion Reactivity and Regulation in Maltreated Children: A Meta-Analysis     

Iris Lavi  Lynn Fainsilber Katz  Emily J. Ozer  James J. Gross 《Child development》2019,90(5):1503-1524

The many adverse effects of child maltreatment make the scientific investigation of this phenomenon a matter of vital importance. Although the relationship between maltreatment and problematic emotion reactivity and regulation has been studied, the strength and specificity of these associations are not yet clear. We examine the magnitude of the maltreatment—child-emotion reactivity/regulation link. Studies with substantiated maltreatment involving children aged up to 18 were included, along with a smaller number of longitudinal studies (58 papers reviewed, encompassing more than 11,900 children). In comparison to nonmaltreated children, maltreated children experience more negative emotions, behave in a manner indicative of more negative emotion, and display emotion dysregulation. We outline several theoretical implications of our results.  相似文献   

Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research     

Gavin W. Fulmer  Iris C.H. Lee  Kelvin H.K. Tan 《Assessment in Education: Principles, Policy & Practice》2015,22(4):475-494

We present a multi-level model of contextual factors that may influence teachers’ assessment practices, and use this model in a selected review of existing literature on teachers’ assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma’s model, we distinguish three levels of influence on teachers’ practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers’ values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed.  相似文献   

The effect of modern standard arabic orthography on speech production by Arab children with hearing loss     

Most T  Levin I  Sarsour M 《Journal of deaf studies and deaf education》2008,13(3):417-431

This article examined the effect of Modern Standard Arabic orthography on speech production quality (syllable stress and vowels) by 23 Arabic-speaking children with severe or profound hearing loss aged 8-12 years. Children produced 15 one-syllable minimal pairs of words that differed in vowel length (short vs. long) and 20 two-syllable minimal pairs differing in stress pattern. Each word was produced in three tasks: reading partially or fully vowelized words and imitation of aural stimuli. Results showed that fully vowelized words ensured vowel production: high-quality productions appeared on 99%, 74%, and 59% of productions on reading fully vowelized words, partially vowelized words, and on imitation, respectively. Moreover, correct vowel production affected correct consonant production. Correct production of stress was best on reading fully vowelized words, appearing on 54%, 21%, and 33% of productions for fully vowelized words, partially vowelized words, or imitation, respectively. Findings suggest the need to present fully vowelized written texts when teaching speech production to children with hearing loss. Such presentations enable more accurate productions that result in more intelligible speech.  相似文献   

A potential for learning probability in young children     

Ruma Falk  Raphael Falk  Iris Levin 《Educational Studies in Mathematics》1980,11(2):181-204

Sixty-one children, from 4 to 11 years old, were presented with two sets, each containing blue and yellow elements. Each time, one colour was pointed out as the payoff colour (POC). The child had to choose the set from which he or she would draw at random a POC element in order to be rewarded. The sets were of varying sizes with different proportions of the two colours. The problem was to select the higher of the two probabilities. Three kinds of materials were used: Pairs of urns with blue and yellow beads, pairs of roulettes divided into blue and yellow sectors, and pairs of spinning tops, likewise divided into two colours.Roughly around the age of six, children started to select the greater of the two probabilities systematically. The dominant error was selecting the set with the greater number of POC elements. Verbal concepts of probability and chance were explored and some egocentric thought processes were described. The study indicates that probability concepts could be introduced into school teaching even in the first grades. The deterministic orientation in the instruction for young ages should be attenuated, permitting concepts of uncertainty right from the beginning.  相似文献