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Leslie Rescorla Marion C. Hyson Kathy Hirsh-Pasek Jessica Cone 《Early education and development》1990,1(3):165-184
This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis. 相似文献
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Alexandra O. Santau Walter Secada Jaime Maerten‐Rivera Neporcha Cone Okhee Lee 《International Journal of Science Education》2013,35(15):2007-2032
The study examined US elementary teachers’ knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers’ knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five‐year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first‐year implementation of the intervention. Based on teachers’ questionnaire responses and classroom observation ratings, results indicated that (1) teachers’ knowledge and practices were within the bounds of acceptability but short of reform‐oriented practices and (2) grade‐level differences existed, especially between Grades 3 and 5. 相似文献
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Alicia A. Cone 《International Journal of Disability, Development & Education》2000,47(2):137-154
The purpose of this study was to identify self-advocacy group advisor activities, to examine advisor activities as they are linked to self-advocacy group development, and to examine how advisor activities change over time. A telephone survey was administered to 118 advisors randomly selected from a directory of self-advocacy groups (Longhurst, 1994). A total of 90 telephone surveys were completed representing a response rate of 76%. Major findings reveal a wide array of advisor activities, but perhaps most importantly, information on how advisors see their activities changing as the group changes. The results of this investigation provide important baseline information for individuals affiliated with the self-advocacy movement, university affiliated programs, developmental disability councils, and professionals in the field of intellectual impairment/developmental disabilities. The results can be used to help better meet the needs of advisors, self-advocacy group members, and to help readers to better understand how to support a self-advocacy group as it is evolving. 相似文献
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Higher Education - Internationalisation and forced migration are rarely thought about as related phenomena in higher education (HE) literature. Internationalisation is associated with movement,... 相似文献
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Abstract The purpose of this study was to determine the coding characteristics of kinesthetic location information acquired during learning trials. Forty-eight blindfolded subjects learned to make a linear response with the right hand to a criterion location during 13 trials. Upon completion of the learning trials, subjects performed 10 trials without knowledge of results (KR) under one of four treatment conditions which were defined by the limb used and the dominant source of feedback available. Specifically, the conditions were right-hand control with kinesthetic feedback, left-hand kinesthetic, right-hand visual, and left-hand visual. The results of the ANOVAs for absolute error (AE) and constant error (CE) from the no-KR trials revealed that the visual feedback groups made significantly greater response errors than did the kinesthetic feedback groups. The blocks main effect for CE was also significant. Analysis of variable error (VE) indicated that the visual feedback groups were significantly more consistent in their responses than were the kinesthetic feedback groups. Within a motor learning paradigm, the concept of a spatial-location coordinate system was supported by the similar performances of the right-handed and left-handed groups. A discrepancy in this system was identified when visual feedback was provided for controlling the response to a location previously learned with kinesthetic cues. 相似文献
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Yachao Li Jennifer A. Samp Valerie B. Coles Cone Laura M. Mercer Kollar Ralph J. DiClemente Jennifer L. Monahan 《Communication Studies》2018,69(1):67-84
African American women are vulnerable for sexual health risk; thus, condom use is essential. Guided by research linking goals to communicative content, this study explored women’s use of I-, you-, we-, and hedging language during condom negotiation. Female participants (N = 193) engaged in a condom negotiation role play with male confederates, where language use measures were coded. I-language was used the most frequently. Language use differed as a function of men’s tactics, such that women primarily used I-language in response to verbal attacks, you-language in response to seduction, and I- and we-language in response to information seeking. Women who engaged in more recent condom use were more likely to use you-language and, when confederates attacked, they responded with more you-language and less hedging. 相似文献
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