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Andrea C. Walker Rachelle Gewecke Illene N. Cupit Jeffrey T. Fox 《Journal of College Counseling》2014,17(2):131-149
This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided. 相似文献
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Edd Pitt Margaret Bearman Rachelle Esterhazy 《Assessment & Evaluation in Higher Education》2020,45(2):239-250
AbstractThe literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities. 相似文献
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Dexin Shi Christine DiStefano Heather L. McDaniel Zhehan Jiang 《Structural equation modeling》2018,25(6):924-945
This study examined the effect of model size on the chi-square test statistics obtained from ordinal factor analysis models. The performance of six robust chi-square test statistics were compared across various conditions, including number of observed variables (p), number of factors, sample size, model (mis)specification, number of categories, and threshold distribution. Results showed that the unweighted least squares (ULS) robust chi-square statistics generally outperform the diagonally weighted least squares (DWLS) robust chi-square statistics. The ULSM estimator performed the best overall. However, when fitting ordinal factor analysis models with a large number of observed variables and small sample size, the ULSM-based chi-square tests may yield empirical variances that are noticeably larger than the theoretical values and inflated Type I error rates. On the other hand, when the number of observed variables is very large, the mean- and variance-corrected chi-square test statistics (e.g., based on ULSMV and WLSMV) could produce empirical variances conspicuously smaller than the theoretical values and Type I error rates lower than the nominal level, and demonstrate lower power rates to reject misspecified models. Recommendations for applied researchers and future empirical studies involving large models are provided. 相似文献
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Effects of Different Instructional Approaches on Young Children's Achievement and Motivation 总被引：3，自引：0，他引：3
Children in child-centered preschools and kindergartens were compared to children in didactic, highly academic programs in terms of their basic skills achievement and a set of motivation variables. The study included 227 poor, minority, and middle-class children between the ages of 4 and 6 years. Children in didactic programs that stressed basic skills had significantly higher scores on a letters/reading achievement test but not on a numbers achievement test. Being enrolled in a didactic early childhood education program was associated with relatively negative outcomes on most of the motivation measures. Compared to children in child-centered programs, children in didactic programs rated their abilities significantly lower, had lower expectations for success on academic tasks, showed more dependency on adults for permission and approval, evidenced less pride in their accomplishments, and claimed to worry more about school. Program effects were the same for economically disadvantaged and middle-class children, and for preschoolers and kindergartners. 相似文献
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Effective knowledge sharing underpins the day-to-day work activities in knowledge-intensive organizational environments. This paper integrates key concepts from the literature towards a model to explain effective knowledge sharing in such environments. It is proposed that the effectiveness of knowledge sharing is determined by the maturity of informal and formal social networks and a shared information and knowledge-based artefact network (AN) in a particular work context. It is further proposed that facilitating mechanisms within the social and ANs, and mechanisms that link these networks, affect the overall efficiency of knowledge sharing in complex environments. Three case studies are used to illustrate the model, highlighting typical knowledge-sharing problems that result when certain model elements are absent or insufficient in a particular environment. The model is discussed in terms of diagnosing knowledge-sharing problems, organizational knowledge strategy, and the role of information and communication technology in knowledge sharing. 相似文献
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Since the inception of the My Favorite Murder podcast in January 2016, cohosts Karen Kilgariff and Georgia Hardstark have built an empowered fanbase that tunes in weekly to hear a true-crime/comedy mashup. The present study analyzed what draws MFM listeners with a mental illness diagnosis to the podcast and how they utilize related social media platforms to connect with others by employing both a uses and gratifications paradigm and concepts from the audience involvement literature. An online survey of users of the MFM Facebook group (N = 541) was conducted and the results are discussed. 相似文献
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Rachelle Moore 《About Campus》1996,1(3):22-24
The “collaboratory librarian” in the Bartle Library at Binghamton University describes an innovative use of electronic networks to support traditional teaching and learning. However, the collaboratory concept also offers all educators exciting opportunities to promote learning in both the extracurricular and cocurricular dimensions of campus life. 相似文献