A Similarity Heuristic in Children’s Possibility Judgments     

Brandon W. Goulding  Ori Friedman 《Child development》2021,92(2):662-671

Children often judge that strange and improbable events are impossible, but the mechanisms behind their reasoning remain unclear. This article (N = 250) provides evidence that young children use a similarity heuristic that compares potential events to similar known events to determine whether events are possible. Experiment 1 shows that 5- to 6-year-olds who hear about improbable events go on to judge that similar improbable events can happen. Experiment 2 shows that 5- to 6-year-olds more often affirm that improbable events can happen if told about related improbable events than if told about unrelated ones. Finally, Experiment 3 shows that 5- to 6-year-olds affirm the possibility of improbable events related to known events, but deny that related impossible events can happen.  相似文献   

Student Drivers and the Fiduciary Duty of School Boards     

James Kent Donlevy  Dianne Gereluk  Jim Brandon  Peggy Patterson 《Interchange》2017,48(2):195-203

Following E.D.G. v. Hammer, Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest to its students, which causes them injury. This paper takes the position that the scope of that duty should include cases where a school board’s policy allows students to use their own cars to drive fellow students to school-sponsored functions.  相似文献   

Support for Students with Hidden Disabilities in Universities: A Case Study     

Donna Couzens  Shiralee Poed  Mika Kataoka  Alicia Brandon  Judy Hartley  Deb Keen 《International Journal of Disability, Development & Education》2015,62(1):24-41

More students with disabilities are accessing the tertiary sector with many disabilities not easily observed (or hidden), because there are no physical indicators. These “hidden” disabilities affect a variety of cognitive processes and may be developmental or acquired. To ensure students with hidden disabilities can enrol, engage in and benefit from tertiary education, universities generally provide a range of supports. Typically these supports and any reasonable adjustments are negotiated with students taking into account a number of factors including, where available, any supporting documentation that they might be able to provide. This case study reports efforts within one large Australian university to support higher education students with hidden disabilities on campus. Perceptions on the use of and barriers to support available were collected from seven undergraduate students who self-identified as having hidden disabilities and from eight support staff. Results indicated that students found their informal networks to be their most effective supports, closely followed by clear, caring and flexible lecturers and tutors. There were mixed positive and negative perceptions reported on the universal and disability-specific supports available. Implications and future research directions are discussed.  相似文献   

Single‐sex classes in co‐educational schools     

Robin Wills  Sue Kilpatrick  Biddy Hutton 《British Journal of Sociology of Education》2006,27(3):277-291

This research investigated social and academic outcomes from single‐sex classrooms in a Tasmanian coeducational government primary school. Interviews, observations and surveys formed the basis of the evidence. Teachers, parents and children reported positive benefits from the class organisation, but these differed according to gender. Staff identified increased confidence and higher self‐esteem among girls, whereas boys developed increased motivation and more commitment to schoolwork. Teachers and parents noted that boys’ accountability and self‐discipline improved. Teachers adopted different strategies from those used with mixed‐gender classes and gained higher levels of satisfaction from teaching, attributable to increased children’s time ‘on task’. Paradoxically, standardised school testing indicated no increase in academic achievements. However, there may be an extended lag between establishing changed social relationships and measurable academic outcomes, suggesting that if the new class structure is to achieve its full potential, it should be established early in primary school and continue to adolescence.  相似文献   

CONFERENCE FEEDBACK : A NOTE ON NON‐RESPONDERS     

Anthony Hutton 《Assessment & Evaluation in Higher Education》1981,6(3):263-270

This is a report of a small study of non‐response to an evaluation questionnaire. Evidence is provided in support of the view that non‐response is independent of the questions. Some practical advice is provided for conference evaluators.  相似文献   

African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline     

Tonika Duren Green  Beverly Booker Ammah  Nola Butler-Byrd  Regina Brandon  Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research.  相似文献   

Students with Disabilities: Practical Information for School Counselors in Turkey     

Elif Cimsir  Brandon Hunt 《International journal for the advancement of counseling》2018,40(2):122-132

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Number of childhood abuse perpetrators and the occurrence of depressive episodes in adulthood     

Liu RT  Jager-Hyman S  Wagner CA  Alloy LB  Gibb BE 《Child abuse & neglect》2012,36(4):323-332

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Introduction to Sample Size Choice for Confidence Intervals Based on t Statistics     

Xiaofeng Steven Liu  Brandon Loudermilk  Thomas Simpson 《Measurement in physical education and exercise science》2014,18(2):91-100

Sample size can be chosen to achieve a specified width in a confidence interval. The probability of obtaining a narrow width given that the confidence interval includes the population parameter is defined as the power of the confidence interval, a concept unfamiliar to many practitioners. This article shows how to utilize the Statistical Analysis System (SAS) proc power procedure to determine an appropriate sample size and achieve sufficient power for a specified confidence interval. Two examples in sport and exercise science are used to illustrate sample size determination for confidence intervals in the dependent and independent t tests. The relevant SAS code and output are provided with detailed annotations. As the use of confidence intervals becomes a more integral part of studies in sport and exercise science, the reporting and analysis of their power should be considered much like that of hypothesis tests.  相似文献   

Causal knowledge and children’s possibility judgments     

Brandon W. Goulding  Emily Elizabeth Stonehouse  Ori Friedman 《Child development》2022,93(3):794-803

Children often say that strange and improbable events, like eating pickle-flavored ice cream, are impossible. Two experiments explored whether these beliefs are explained by limits in children's causal knowledge. Participants were 423 predominantly White Canadian 4- to 7-year-olds (44% female) tested in 2020–2021. Providing children with causal information about ordinary events did not lead them to affirm that improbable events are possible, and they more often affirmed improbable events after merely learning that a similar event had occurred. However, children were most likely to affirm events if they learned how similar events happened (OR = 2.16). The findings suggest that knowledge of causal circumstances may only impact children's beliefs about the possibility after they are able to draw connections between potential events and known events.  相似文献