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1.
Educational Assessment, Evaluation and Accountability - 相似文献
2.
Edwards AJ 《Medical reference services quarterly》1990,9(4):27-42
This article discusses HIV infection in terms of the risk manager's information needs in the health care environment. The malpractice problem, increasing workman's compensation suits, the greater role of the ombudsman, implementation of the National Practitioner Data Bank, and the Joint Commission on Accreditation of Health Care Organizations' (JCAHO) emphasis on clinical excellence are conditions which have given greater importance to the risk manager's position. Included in this article are hedges to retrieve various components of risk management and a select bibliography from AIDSLINE. 相似文献
3.
This study investigated the degree to which religious pluralistic language varies as a function of the intergroup salience of a context and religious orientation. Based on a 2 (Religious Salience of Context) × 3 (Religious Salience of Topic) experimental design, participants (N = 239) were instructed to compose an e-mail to an interactional partner based on the randomly assigned condition. Messages were coded for religious pluralistic language, and participants completed measures of religious orientation and evaluations of the conversational partner. Modest effects were found for both intergroup salience of the context and topic as well as religious orientation. 相似文献
4.
Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth. 相似文献
6.
Margaret Edwards 《Asia-Pacific Journal of Teacher Education》1993,21(1):33-43
The purpose of this study was to examine students’ perceptions of previously identified negative aspects of practicum during preparation courses for careers in the field of early childhood education. Students at each of three year levels of the course earlier had been surveyed using a Likert‐type instrument following recent practicum experiences. Item frequency analysis was conducted for each separate year group's responses and for the combined group. Analysis of data from the combined responses included item properties, item‐scale relationships, scale properties and instrument factor analysis. Results of factor analysis revealed seven interpretable stressors, the most serious being the cluster labelled ‘physical demands’. The 10 most negative aspects for each year level (i.e. items with the lowest means) were compiled in a subsequent instrument similar to the original but also including a request for explanatory comments following each item. These three instruments were administered at the end of the same year. Student comments on the latter instruments clarified the statistical results and are presented here in the categories of ‘demands on students’, Hime and energy’, ‘coping with written requirements’, and ‘conforming with mistrusted practices’. Reflections on the implications of this illumination of statistical analysis are then presented. 相似文献
7.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
8.
Kushalnagar P Topolski TD Schick B Edwards TC Skalicky AM Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523
Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life. 相似文献
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10.
This article focuses on the evaluation of thesis supervision and highlights the vast range of problem areas presently documented as significant areas of concern for both graduate students and their supervisors. Additionally, the authors report on a study completed in 1995, which surveyed all Australian universities about current evaluative practices in postgraduate supervision. The conclusion of this study was that the conduct of such evaluations appears to be minimal and is primarily designed to obtain an indicator of the general health of a university's postgraduate supervision rather than to foster improved supervisory practices. As part of the same study, the authors conducted University faculty-based student and supervisor focus groups. Key issues emerging from these focus groups were: (1) the importance of relational aspects of supervision as the student communicates over the long term with one or more supervisors; (2) the importance of systematic feedback, monitoring, and evaluation to the supervisory process; and (3) the lack of strategies to facilitate this evaluative feedback process. On the basis of these findings, the authors designed evaluative strategies to facilitate regular ongoing feedback between students and supervisors. 相似文献