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A comprehensive survey of HIV/AIDS with middle-aged and older adults should include six domains (e.g., factual knowledge regarding the acquisition and transmission of HIV, traditionally-accepted behavioral risks for HIV infection). A sample of 23 women (54.8%) and 19 men (45.2%), ranging in age from 51 to 85 were surveyed across such domains. Although the majority of participants (92.2%) reported a good understanding of factual knowledge, strongly agreed with both their intention to engage in nonrisky sexual behaviors and their sense of internal self-control behaviors, they also reported high-risk behaviors (e.g., sexual intercourse without condoms). 相似文献
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Cross‐Country Heterogeneity in Students’ Reporting Behavior: The Use of the Anchoring Vignette Method 
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下载免费PDF全文 Self‐reports are an indispensable source of information in education research but they are often affected by heterogeneity in reporting behavior. Failing to correct for this heterogeneity can lead to invalid comparisons across groups. The researchers use the parametric anchoring vignette method to correct for cross‐country incomparability of students’ reports on teacher's classroom management. Their analysis is based on the data from the Programme for International Student Assessment 2012. The results show significant variation in implicit standards across countries. Correlations between countries’ average teacher classroom management levels and external variables like students test scores and public expenditure per pupil change substantially after vignette adjustment. The researchers conclude that the anchoring vignettes method shows potential to enhance the comparability of self‐reported measures in education. 相似文献
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Paniagua Jordi Villó Cristina Escrivà-Beltran Maria 《Research in higher education》2022,63(6):1037-1057
Research in Higher Education - The international expansion of higher education has intensified in recent decades with a rapidly growing number of international branch campuses appearing on the... 相似文献
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Tatiana Melguizo Gema Zamarro Tatiana Velasco Fabio J. Sanchez 《Journal of research on educational effectiveness》2017,10(2):424-448
The main objective of this study is to empirically test a number of theory-based models (i.e., fixed effects [FE], random effects [RE], and aggregated residuals [AR]) to measure the generic knowledge as well as the degree attainment rates and early labor outcomes gained by students in different programs and institutions in higher education. Our results show the importance of addressing the issue of student selection into programs and institutions in order to reduce selection bias, and they provide suggestive evidence in favor of using FE models. Our findings also confirm our hypotheses that rankings of specific college-program combinations change depending on the different educational and labor outcome measures considered. This finding emphasizes the need to use complementary indicators related to the mission of the specific postsecondary institutions that are being ranked. Given the sensitivity of the models to different model specifications, it is not clear whether they should be used to make any high-stakes decisions in higher education. They could, however, serve as part of a broader set of indicators to support programs and colleges as part of a formative evaluation. 相似文献
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Gema Paniagua 《Infancia y Aprendizaje》2013,36(22):47-56
ResumenEste experimento fun realizado para comprobar los cambios en el recuerdo de cuentos estudiando si los niños pequeños (de tres a seis años) habían adquirido el esquema de la historia. Los cuentos se presentaron a los niños de tres modos diferentes: de forma oral únicamente, oral acompañado de dibujos y oral con muñecos. Los resultados indicaron que los niños de cuatro años podían aplicar un esquema de la historia para organizar y recordar la sucesión de acontecimientos. 相似文献
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This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting ‘hard to reach’ parents. Then, I borrow the notion of Intermediary Organizations (IOs) to assess in what ways PAs may be able to become a valuable resource to help schools involve immigrant parents. In this regard, I analyse the situation of Pas located in multicultural contexts. Then, three specific PA projects are discussed to illustrate PA’s strengths and weaknesses when leading their own projects. In conclusion, I argue that, in order to work as truly IOs, PAs must: (a) build on the experiences of successful PAs leading projects; (b) strengthen their organizational closure; and (c) lessen their responsibility to carry on important school services. 相似文献
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Based on two case studies of Third Sector Organizations (TSOs) working with schools and parents in Catalonia and London, this paper aims to discuss some of the implications of ‘participative’ programmes aimed at involving those migrant families seen by schools as ‘hard to reach’. First, we describe how an ambiguous notion of participation can shift responsibilities to families and leave internal school practices free from critical gaze. Second, we focus on the complexities and tensions involved in the process of partnering TSOs with schools because of the bureaucratic nature of educational institutions and unresolved conflicts of interests and responsibilities. Finally, we argue that the potential of these initiatives were limited and diluted by being stand-alone and time-limited. Our analysis suggests that, in spite of their apparent success, they ended up being part of powerful authorising narratives that justify the outsourcing of public services and the abdication of the State’s responsibilities. 相似文献
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