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1.
The purpose of this study was to examine the psychometric properties of the Compassionate Love for Close Others and for Strangers and Humanity Scale (Sprecher & Fehr, 2005) among older people. The psychometric properties of the two versions of the scale were analyzed by means of factor analysis, internal consistency, and criterion-related validity methods. The exploratory factor analysis supported a one-dimensional structure of the scale. The Compassionate Love for Close Others and for Strangers and Humanity Scale presented good psychometric properties, with satisfactory levels of internal consistency. The criterion-related validity of the scale was established by correlating compassionate love for others and for humanity with forgiveness, gratitude, and religiosity. Those who experience high levels of compassionate love for close others and strangers/humanity were more likely to report unconditional forgiveness, gratitude, and religiosity. The Portuguese version of the Compassionate Love for Close Others and for Strangers and Humanity Scale seems to be reliable and valid. The significance and limitations of the results are discussed. 相似文献
2.
There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole lessons resulted in positive instructional effects for students with ASD and DD (Ganz, 2007). However, it is not known whether DI is more effective than other language interventions. The purpose of this study was to compare DI to an established intervention, discrete trial teaching. Thirteen students with ASD or participated in the study and data were collected using curriculum-based assessment. An independent samples t-test indicated that there was a statistically significant difference in student performance for the group who received DI. Results and their implications will be discussed. 相似文献
3.
David W. Hamilton 《Community College Journal of Research & Practice》2013,37(12):1016-1020
Paul Fain (2011), cited community college leaders who overwhelmingly voted at the Reimagining Community Colleges invitation-only conference held September 23, 2011 in New York City, for team teaching and other innovations as the most important fix for remedial education in community colleges. Team teaching is not common in postsecondary education and is difficult to do well. This paper presents the argument that it is the contextualized material that leads to team teaching success. Contextualized learning has not been rigorously researched, and it is far from having enough research for most community colleges to learn from and adapt. Although Perin (2011) found that contextualized learning had been used in various ways in educational literature, this paper focuses on the integration of remedial education materials into a community college career technical skills coursework. 相似文献
4.
Justin C. Wise Rose A. Sevcik Robin D. Morris Maureen W. Lovett Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164
According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness. 相似文献
5.
Ralph Mario Wirth Raymond V. Padilla 《Community College Journal of Research & Practice》2013,37(9):688-711
This qualitative study highlighted student perspectives on barriers to success at a community college located in a south Texas city. The study examined barriers to student success, the knowledge that successful students possess to overcome the barriers, and the actions that successful students undertake to overcome the barriers. Padilla's (2004) theoretical framework and methods for modeling student success provided the conceptual framework for the study. The data analysis resulted in the development of a local student success model and an implementation model for student services at the subject campus. 相似文献
6.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
7.
Pam Schuetz 《Community College Journal of Research & Practice》2013,37(4-6):305-324
This mixed-methods study develops, operationalizes, and tests a new conceptual model of community college student engagement. Themes emerging from participant observations and semistructured interviews with 30 adult students enrolled at a Large Best Practices Community College (LBPCC) over the 2005–2006 academic year are used to guide selection of Self-Determination Theory (Deci & Ryan, 1985, 2000, 2002) to frame the new conceptual model. Structural equation modeling techniques confirm that variables and relationships proposed by the new model represent a good fit with data from over 1,000 students surveyed in the Community College Survey of Student Engagement. Findings from this study suggest that community college engagement and related outcomes can be fostered by tuning campus policies, practices, and climates to promote students' senses of belonging, competence, and autonomy. 相似文献
8.
A motor task that requires fine control of upper limb movements and a cognitive task that requires executive processing—first performing them separately and then concurrently—was performed by 18 young and 18 older adults. The motor task required participants to tap alternatively on two targets, the sizes of which varied systematically. The cognitive task required participants to generate a series of random numbers at fixed production rates. Participants' performance on the motor task decreased slightly from single- to concurrent-task condition, and the dual-task cost was age-independent. Older adults showed large cognitive dual-task costs as motor-control demands increased. Younger adults' cognitive performance was not affected by concurrent task demands. These results are discussed in light of the permeation model developed by Baltes and Lindenberger (1997). Practical implications and educational recommendations are presented. 相似文献
9.
Relevant aspects of the example provided by Raykov and Marcoulides (2001) are emphasized, specifically the distinctiveness of infinitely many members of its sequence of equivalent structural equation models. This emphasis appears to be needed in light of recent statements by Markus (2002), whose intended counterexamples do not present a disconfirmation of any of the developments of Raykov and Marcoulides (2001). Issues pertaining to differentiation between equivalent models are also discussed. 相似文献
10.
Michele K. McArdle 《Community College Journal of Research & Practice》2013,37(11):851-863
Nearly a decade ago, Sullivan presented her interpretation of the four generations of community college leaders by describing them as “the founding fathers, the good managers, the collaborators, and the millennium generation” (Sullivan, 2001, p. 559). She predicted a shift to frames utilizing the Four-Frame Model of Leadership by Bolman and Deal (1991). This article provides a discussion of the research that has been published using the Bolman and Deal model and a synopsis of the current leadership challenges faced by community college leaders. And finally, a new prediction is made of the values, skills, and frames needed for these leaders. 相似文献
11.
William A. Sandoval 《学习科学杂志》2013,22(1):150-161
Andrew Elby (this issue) argues that researchers in the field of personal epistemology should beware insistence on a narrow definition of epistemology to guide this work. His argument is a response to suggestions (Hofer & Pintrich, 1997; Sandoval, 2005) that the study of personal epistemology should focus on people's views about knowledge and knowing and not conflate those with views about learning. His main concern is that learners' views about knowledge and their views about learning may, in fact, be conflated and that an insistence on definitional clarity could lead to a mischaracterization of cognitive structures. In this response I argue that clarity in the definition of theoretical constructs does not imply exclusion of views about learning from the study of personal epistemology. Furthermore, given the history of this area of research, failing to more clearly define our constructs makes real theoretical progress difficult. 相似文献
12.
Recent findings (Keysar, 1994; Weingartner & Klin, 2005) have shown that readers are not always accurate at taking a story character's perspective. When readers evaluated a character's understanding of a written message, they mistakenly took into account information that was inaccessible to that character. The results from the three experiments reported here demonstrate that this “illusory transparency of intention” is not dependent on the message readers' communicative role: Even when the message was composed for one character but read by another, readers assumed that the message was understood as it was intended. The results are discussed in the context of two theoretical accounts for these perspective-taking errors: the “knowledge projection hypothesis,” which appeals to readers’ expectations about cooperative behavior during communication, and “construal,” which attributes the illusory transparency of intention to a general cognitive bias that occurs during the perception of ambiguous stimuli. 相似文献
13.
David Shadinger 《Community College Journal of Research & Practice》2013,37(12):925-935
Use of Internet websites as a communication tool by community college is nearly universal. Exactly what information, functions, and links are offered varies widely among institutions. Research has reported that high school juniors and seniors, prefer to find information on the Internet during their college search process, and Noel Levitz (2006, 2007a, 2007b, 2008, 2009) has repeatedly reported this cohort's desire for electronic-based dialogue with institutional representatives. A survey was conducted to determine the extent to which community colleges incorporate dialogic loops, or two-way communication mechanisms, desired by this key target audience into their websites. A content analysis of the websites was performed using a stratified random sample of 218 community colleges in the nine megastates of California, Florida, Georgia, Illinois, Ohio, Pennsylvania, New York, North Carolina, and Texas (Grapevine, 2009). Nearly all community colleges integrate dialogic loops on their websites, representing 98.6% of the sample (n = 215). The research also found that when community colleges use dialogic loops, they are also highly likely to incorporate Kent and Taylor's (1998, 2002) other theorized public relations, dialogic-related functions, including ease of website navigation, encouraging visitors to return to the website, and providing current and/or recently updated information. Unfortunately, community colleges are falling short in their public relations efforts to offer the type of web-based, dialogue facilitating mechanisms sought by one of their most important publics—prospective students. 相似文献
14.
Lisa Ruble Jessie Birdwhistell Michael D. Toland John H. McGrew 《Journal of educational and psychological consultation》2013,23(4):259-283
The significant increase in the numbers of students with autism combined with the need for better trained teachers (National Research Council, 2001) call for research on the effectiveness of alternative methods, such as consultation, that have the potential to improve service delivery. Data from 2 randomized controlled single-blind trials indicate that an autism-specific consultation planning framework known as the collaborative model for promoting competence and success (COMPASS) is effective in increasing child Individual Education Programs (IEP) outcomes (Ruble, Dalrymple, & McGrew, 2010; Ruble, McGrew, & Toland, 2011). In this study, we describe the verbal interactions, defined as speech acts and speech act exchanges that take place during COMPASS consultation, and examine the associations between speech exchanges and child outcomes. We applied the Psychosocial Processes Coding Scheme (Leaper, 1991) to code speech acts. Speech act exchanges were overwhelmingly affiliative, failed to show statistically significant relationships with child IEP outcomes and teacher adherence, but did correlate positively with IEP quality. 相似文献
15.
《教育心理学家》2012,47(1):42-50
Social-psychological research conducted over the past 15 years provides compelling evidence that pervasive psychological threats are present in common academic environments—especially threats that originate in negative intellectual stereotypes—and that these threats undermine the real-world academic performance of non-Asian ethnic minority students and of women in math and science. As a consequence, common measures of academic performance, including both grades and test scores, systematically underestimate the intellectual ability of ethnic minority students and of women in quantitative fields (Walton & Spencer, 2009). We review evidence for these psychological threats, discuss their implications for the meaning and interpretation of common performance measures used in important admissions decisions, and address their implications for the efforts of colleges and universities to create positive academic environments that allow all students to thrive. 相似文献
16.
Human beings have a fundamental need to belong, for ongoing positive interactions with others who provide companionship and caring (Baumeister & Leary, 1995). Children may hit, exclude, or harass others electronically because when their own needs for belongingness are threatened, or when they want to enhance their own status, they lash out and hurt others in the way they think will be most painful, by engaging in behaviors that undermine the target's sense of belongingness. For reasons discussed herein, children and adolescents might be especially vulnerable to desperate needs for belongingness. Viewing bullying as motivated by the need to belong has profound implications for prevention and intervention programs to reduce bullying. 相似文献
17.
Cheryll Duquette Emma Stodel Stephanie Fullarton Karras Hagglund 《International Journal of Inclusive Education》2013,17(5-6):571-591
The purpose of this study was to examine persistence in school among students with Foetal Alcohol Spectrum Disorder (FASD) from the perspectives of the students themselves and their parents. Tinto’s (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for this research. This model involves an interplay between (1) background characteristics and attributes affecting the level of goal commitment, (2) level of academic integration, and (3) level of social integration into the institution that determine whether or not a student will graduate. The findings showed limited support for Tinto’s SIM and that parental advocacy is strongly linked with persistence among adolescents with FASD. A new model showing the parents’ role in encouraging persistence through their actions at home and advocacy at the schools is presented. 相似文献
18.
《Journal of Further & Higher Education》2012,36(4):567-581
Colleague supervision is increasingly used in UK modern (post-92) universities to support the progress of academic staff to doctoral qualifications. Denicolo (2004) argues that it is a ‘role relationship that has been largely ignored or undervalued by administration’ (p. 693) and colleague students and supervisors ‘felt more vulnerable’ than other students/supervisors (p. 706). This small-scale research amongst students and staff in a colleague supervision relationship at a single UK modern university tests Denicolo’s (2004) propositions and those of Deuchar (2008) on supervision styles. It found that students did not feel ‘vulnerable’ but considered there were significant benefits from colleague supervision. They, and some supervisors, were also very supportive of group supervision methods that, alongside conventional individual supervision, gave strong support to the progress of colleague students to timely completion of their doctoral studies. As many UK modern universities are attempting to build research capacity through doctoral research training, the use of group supervision alongside colleague supervisors may offer benefits in a time when supervisory capacity has been stretched. 相似文献
19.
This study used statistical simulation to calculate differential statistical power in dynamic structural equation models with groups (as in McArdle & Prindle, 2008). Patterns of between-group differences were simulated to provide insight into how model parameters influence power approximations. Chi-square and root mean square error of approximation (RMSEA) power approximation procedures were used to compare the effects of parameter manipulations and how researchers should interpret findings. The chi-square power of perfect fit calls for at least 270 individuals to detect moderate differences, whereas the RMSEA procedure of close fit seems to require as many as 1,450 participants. It is shown that parameters that provide input into the change score that the transfer leads to affect power versus indirect pathways. A discussion of differences in approximation values and future research directions follows. 相似文献
20.
Dorothy L. Espelage 《理论付诸实践》2014,53(4):257-264
Bronfenbrenner's (1977) classic ecological theory is used as a framework to review the documented risk and protective factors associated with involvement in school-related bullying during childhood and adolescence. Microsystems such as peers (socialization during adolescence), family (violence, lack of parental monitoring), community (exposure to violence), and schools (teacher attitudes, climate) contribute to the rates of bullying perpetrated or experienced by youth. The interaction between components of the microsystem is referred to as the mesosystem, and offers insight into how contexts can exacerbate or buffer experiences for youth who are involved in bullying (e.g., family support can buffer impact of peer victimization). Recommendations are provided for teachers and other adults who work with youth. 相似文献