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191.
Astaire: The Man, The Dancer by Bob Thomas (New York: St. Martin's Press, 1984---$18.95) Jean Cocteau and the French Scene, edited by Alexandra Anderson and Carol Saltus (New York: Abbeville Press, 1984---$19.95) 相似文献
192.
Anne K. Liefländer Franz X. Bogner Alexandra Kibbe Florian G. Kaiser 《International Journal of Science Education》2013,35(4):684-702
One aim of environmental education is fostering sustainable environmental action. Some environmental behaviour models suggest that this can be accomplished in part by improving people's knowledge. Recent studies have identified a distinct, psychometrically supported environmental knowledge structure consisting of system, action-related and effectiveness knowledge. Besides system knowledge, which is most often the focus of such studies, incorporating the other knowledge dimensions into these dimensions was suggested to enhance effectiveness. Our study is among the first to implement these dimensions together in an educational campaign and to use these dimensions to evaluate the effectiveness of a programme on water issues. We designed a four-day environmental education programme on water issues for students at an educational field centre. We applied a newly developed multiple-choice instrument using a pre-, post-, retention test design. The knowledge scales were calibrated with the Rasch model. In addition to the commonly assessed individual change in knowledge level, we also measured the change in knowledge convergence, the extent to which the knowledge dimensions merge as a person's environmental knowledge increases, as an innovative indicator of educational success. Following programme participation, students significantly improved in terms of amount learned in each knowledge dimension and in terms of integration of the knowledge dimensions. The effectiveness knowledge shows the least gain, persistence and convergence, which we explain by considering the dependence of the knowledge dimensions on each other. Finally, we discuss emerging challenges for educational researchers and practical implications for environmental educators. 相似文献
193.
Raquel Raimundo Alexandra Marques‐Pinto Maria Luísa Lima 《Psychology in the schools》2013,50(2):165-180
This quasi‐experimental exploratory study investigated whether a social–emotional learning program, implemented during a 1‐year period, could lead to gains in social–emotional competencies and a reduction in internalizing and externalizing problems. Furthermore, it showed which pupils would benefit most from the program. The program was applied to 213 fourth‐grade Portuguese pupils. One hundred five controls followed an Origami curriculum during the same period. Sixteen teachers also participated in this study. Self‐report (pupils) and hetero‐report (teachers) questionnaires were administered before and after the intervention. There were significant intervention gains in some social–emotional competencies, namely, peer relations and social competence, but no gains were found in internalizing and externalizing problems. Intervention pupils with average pre‐test scores profited more in self‐management and peer relations than controls. Boys showed greater gains in self‐management, aggressiveness, and social problems than girls. There were no significant differences regarding socioeconomic status. 相似文献
194.
In this study, we examine the effect of background knowledge and local cohesion on learning from texts. The study is based on construction–integration model. Participants were 176 undergraduate students who read a Computer Science text. Half of the participants read a text of maximum local cohesion and the other a text of minimum local cohesion. Afterwards, they answered open-ended and multiple-choice versions of text-based, bridging-inference and elaborative-inference questions. The results showed that students with high background knowledge, reading the low-cohesion text, performed better in bridging-inference and in elaborative-inference questions, than those who read the high-cohesion text. Students with low background knowledge, reading the high-cohesion text, performed better in all types of questions than students reading the low-cohesion text only in elaborative-inference questions. The performance with open-ended and multiple-choice questions was similar, indicating that this type of question is more difficult to answer, regardless of the question format. 相似文献
195.
Nancy Hirschinger-Blank Christine M. Forke Alexandra Kenyon Rachel K. Myers Xuemei Zhang Donald F. Schwarz 《Journal of Criminal Justice Education》2013,24(2):210-235
This paper presents a feasibility study of audio computer-assisted self-interview (ACASI) technology used to elicit self-reported histories of child maltreatment among detained adolescent girls (N?=?35). We focus on methodological, legal, ethical, and administrative challenges to the collection of sensitive information from minors who are wards of the state. We conclude that extensive collaboration with detention center staff was required to address and overcome these challenges. Pending the availability of additional evidence from demographically diverse samples, the extent to which the ACASI method improves the completeness and accuracy of child maltreatment histories reported by adolescent girls in juvenile detention remains unclear. Further research is needed to determine whether the advantages of the ACASI technology contribute to more valid and reliable reporting of maltreatment by detained girls in a setting where an empathetic interviewer, who may facilitate the disclosure process, is absent. 相似文献
196.
197.
Alexandra Pizzera 《Research quarterly for exercise and sport》2013,84(4):603-607
Gymnastic judges have the difficult task of evaluating highly complex skills. My purpose in the current study was to examine evidence that judges use their sensorimotor experiences to enhance their perceptual judgments. In a video test, 58 judges rated 31 gymnasts performing a balance beam skill. I compared decision quality between judges who could perform the skill themselves on the balance beam (specific motor experience = SME) and those who could not. Those with SME showed better performance than those without SME. These data suggest that judges use their personal experiences as information to accurately assess complex gymnastic 相似文献
198.
Alexandra Blair 《通化师范学院学报》2005,(3)
Schools are to receive financial rewards for encouraging pupils to study modern languages at GCSE and A level.The extra ivestment was announced as Ofsted,the schools inspectorate,discloses today that England‘s specialist schools continue to outperform the non-specialists,with language colleges achieving the highest grades. 相似文献
199.
Srividya Ramasubramanian Alexandra N. Sousa Vanessa Gonlin 《Journal of Applied Communication Research》2017,45(5):537-556
Racist incidents are moments that highlight the systemic racism that still exists within higher education. In 2016, the College of Liberal Arts at a historically White, Southern institution in the U.S. responded to a racist incident on campus by setting up a series of ‘Difficult Dialogue on Campus Race Relations’ sessions that gave participants the opportunity to reflect and respond to the incident. Drawing on literature about racial dialogues and social identity theory, the sessions were designed to promote active listening, build empathy, and provide practical tools to combat everyday racial microaggressions. We describe how communication design elements (such as small group settings, localized case studies, role-play, and ground rules) were tailored to fit the needs of various group settings and analyze participants’ feedback about the perceived impact of these dialogues. We present a goal-based dialogue framework as a model to facilitate difficult dialogues in a variety of applied communication contexts. 相似文献
200.