Wearable technologies for students with disabilities     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Support for Learning》2021,36(4):664-677

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.  相似文献   

Digital Module 16: Longitudinal Data Analysis     

Jeffrey R. Harring  Tessa L. Johnson 《Educational Measurement》2020,39(3):137-138

In this digital ITEMS module, Dr. Jeffrey Harring and Ms. Tessa Johnson introduce the linear mixed effects (LME) model as a flexible general framework for simultaneously modeling continuous repeated measures data with a scientifically defensible function that adequately summarizes both individual change as well as the average response. The module begins with a nontechnical overview of longitudinal data analyses drawing distinctions with cross-sectional analyses in terms of research questions to be addressed. Nuances of longitudinal designs, timing of measurements, and the real possibility of missing data are then discussed. The three interconnected components of the LME model—(1) a model for individual and mean response profiles, (2) a model to characterize the covariation among the time-specific residuals, and (3) a set of models that summarize the extent that individual coefficients vary—are discussed in the context of the set of activities comprising an analysis. Finally, they demonstrate how to estimate the linear mixed effects model within an open-source environment (R). The digital module contains sample R code, diagnostic quiz questions, hands-on activities in R, curated resources, and a glossary.  相似文献   

Using football cultures as a vehicle to improve mental health in men: the case of the Redcar and cleveland boot room     

Kevin Dixon  Dave Belshaw  Paul Johnson  Darren Flynn 《Sport in Society》2019,22(7):1258-1274

This paper sets out to appraise (from the perspective of members) the impact of a localized, football-based mental health intervention. Commissioned in late 2015, the ‘Redcar and Cleveland Boot Room (BR)’ was implemented in response to mass redundancy in the local area, coupled with regional suicide rates in men that exceed the national average. Interactive discussions with BR members revealed that: (a) the language of football and shared identity were important for initiating and sustaining engagement in the BR; (b) peer-support and mentoring combined with member-led activities were active ingredients of the BR and (c) that the BR was an effective vehicle for building mental health resilience. This evaluation adds to the evidence base on the value of football as a context to engage adult males in community-based interventions targeting mental health resilience.  相似文献   

Gender on the box: Self-reflexivity as a starting point     

Amber Johnson 《Communication Teacher》2019,33(3):228-233

This self-reflexive activity acts as an introduction to how we talk about and express gender identity, as well as the assumptions we may have about gender identity norms and expression. The activity illuminates student’s subconscious behaviors and understandings of gender, pushing them to sit self-reflexively with their own understandings of gender as an identity, expression, binary, and potential locus of shame/freedom.

Courses: Introduction to Women and Gender Studies, Intercultural Communication, Media Studies, Gender and Communication, Performance Studies

Objectives: Designed to introduce students to their own understandings and embodiment of gender, this activity asks students to be honest about their preconceived notions regarding gender that they bring with them into the classroom. The activity utilizes predesigned components that test students’ subconscious knowledge of the gender binary. This is a one-time activity that can be conducted in one 50- or 75-minute class period.  相似文献   

The Efficacy of Preschool Developmental Indicators as a Screen for Early Primary School-Based Literacy Interventions     

Philip J. Schluter  Richard Audas  Jesse Kokaua  Brigid McNeill  Barry Taylor  Barry Milne  Gail Gillon 《Child development》2020,91(1):e59-e76

Literacy success lays the foundation for children's later educational, health, and well-being outcomes. Thus, early identification of literacy need is vital. Using data from New Zealand's national preschool health screening program for fiscal years 2010/2011–2014/2015, demographic and health variables from 255,090 children aged 4 years were related to whether they received a literacy intervention in early primary school. Overall, 20,652 (8.1%) children received an intervention. Time-to-event analysis revealed that all considered variables were significantly related to literacy intervention (all p < .01), but the full model lacked reasonable predictive power for population screening purposes (Harrell's c-statistic = .624; 95% CI [.618, .629]). Including more direct literacy measures in the national screening program is likely needed for improvement.  相似文献   

Responding to a fiscal crisis: a data‐driven approach     

Trudy W. Banta  A. Katherine Busby  Susan Kahn  Karen E. Black  James N. Johnson 《Assessment & Evaluation in Higher Education》2007,32(2):183-194

The Division of Planning and Institutional Improvement (PAII) at Indiana University–Purdue University Indianapolis provides for the campus data for academic planning and management, assessment and evaluation services, and progress reports on mission‐critical goals. To respond to a forecast fiscal crisis and support long‐range planning for the Division, staff undertook a survey of deans and other key campus stakeholders to determine which of its services were best‐known and considered most useful for unit‐level planning and decision‐making, especially as these units faced the same projections of severe fiscal constraints. Findings indicated greater awareness and use of PAII data among deans than among other academic leaders and provided important insights into the kinds of data needed most for decision‐making. These outcomes will guide the Division’s future strategies for educating deans and other stakeholders on underused, but potentially useful, services and for selecting new services to offer.  相似文献   

Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators          下载免费PDF全文

Jesse L. Coe  Patrick T. Davies  Melissa L. Sturge‐Apple 《Child development》2018,89(4):1193-1208

This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (M_age = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2‐year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006).  相似文献   

Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill     

Adele Eskeles Gottfried  Kathleen Suzanne Johnson Preston  Allen W. Gottfried  Pamella H. Oliver  Danielle E. Delany  Sirena M. Ibrahim 《International Journal of Science Education》2016,38(12):1972-1995

Curiosity is fundamental to scientific inquiry and pursuance. Parents are important in encouraging children’s involvement in science. This longitudinal study examined pathways from parental stimulation of children’s curiosity per se to their science acquisition (SA). A latent variable of SA was indicated by the inter-related variables of high school science course accomplishments, career interest, and skill. A conceptual model investigated parental stimulation of children’s curiosity as related to SA via science intrinsic motivation and science achievement. The Fullerton Longitudinal Study provided data spanning school entry through high school (N?=?118). Parental stimulation of curiosity at age 8 years comprised exposing children to new experiences, promoting curiosity, encouraging asking questions, and taking children to a museum. Intrinsic motivation was measured at ages 9, 10, and 13 years, and achievement at ages 9, 10, and 11 years. Structural equation modelling was used for analyses. Controlling for socio-economic status, parental stimulation of curiosity bore positive and significant relations to science intrinsic motivation and achievement, which in turn related to SA. Gender neither related to stimulation of curiosity nor contributed to the model. Findings highlight the importance of parental stimulation of children’s curiosity in facilitating trajectories into science, and relevance to science education is discussed.  相似文献   

Never-ending repetitiveness,sadness, loss,and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic     

Charlene A. VanLeeuwen  George Veletsianos  Nicole Johnson  Olga Belikov 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1306-1322

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Pathways to Undergraduate Research Experiences: a Multi-Institutional Study     

Duhita Mahatmya  Janet Morrison  Rebecca M. Jones  Pamela W. Garner  Shannon N. Davis  Jill Manske  Nancy Berner  Ann Johnson  Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.  相似文献