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41.
This study examined the influence of racial identity in the longitudinal relation between perceptions of racial discrimination and psychological well-being for approximately 560 African American youth. Latent curve modeling (LCM) and parallel process multiple-indicator LCMs with latent moderators were used to assess whether perceptions of racial discrimination predicted the intercept (initial levels) and the slope (rate of change) of psychological well-being over time, and whether racial identity moderates these relations. The results indicated that African American adolescents who reported higher psychological responses to discrimination frequency levels at the first time point had lower initial levels of well-being. Regressing the slope factor for psychological well-being on the frequency of discrimination also revealed a nonsignificant result for subsequent well-being levels. 相似文献
42.
James P. Spillane Amber Stitziel Pareja Lisa Dorner Carol Barnes Henry May Jason Huff Eric Camburn 《Educational Assessment, Evaluation and Accountability》2010,22(1):5-28
In this paper we described how we mixed research approaches in a Randomized Control Trial (RCT) of a school principal professional
development program. Using examples from our study we illustrate how combining qualitative and quantitative data can address
some key challenges from validating instruments and measures of mediator variables to examining how contextual factors interact
with the treatment. Describing how we transformed our qualitative and quantitative data, we consider how mixing methods enabled
us to deal with the two core RCT challenges of random assignment and treatment control critical. Our account offers insights
into ways of maximizing the potential of mixing research methods in RCTs. 相似文献
43.
As fake news has become a growing concern since the 2016 U.S. presidential election, attention to journalism history offers a useful means for rediscovering strategies for both fighting fake news and shoring up journalism’s commitment to the truth. This article argues that truth’s value emerges from the conditions under which journalism is produced, both commercial and cultural. Looking at arguments about fake news published in news reports, columns, letters to editors, and advertisements in major metropolitan papers between 1891 and 1919, we recover the particular ways journalists came to define the problem of fake news, arguing that its emergence as a discursive object offered opportunities for conceiving of and articulating practicable responses across the industry. For contemporary practitioners, scholars, and commentators alike, this means that clearly defining and responding to the problem of fake news in ways that are both critical and contextual offer a means for recovering agency in the face of this crisis. 相似文献
44.
45.
Mary Beth Calhoon Stephanie Al Otaiba Daphne Greenberg Amber King Annalise Avalos 《Learning disabilities research & practice》2006,21(4):261-272
The purpose of this study was to examine the efficacy of a supplemental peer‐tutoring reading program on phonological and reading fluency skills of first graders (N= 78) who were in predominantly Hispanic Title 1 classrooms. Sixty‐eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer‐assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer‐mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non‐Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. 相似文献
46.
47.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
48.
Research in Higher Education - Researchers, assessment professionals, and faculty in higher education increasingly depend on survey data from students to make pivotal curricular and programmatic... 相似文献
49.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
Haynes R. MillerEmail: |
50.
Epistemology is a conceptual template for how we think about the world, and the study of how we come to know the world around us. The world does not dictate unequivocally how to interpret it. This article will explore this position on the fluidity of epistemic constructs through two prominent philosophical perspectives, those being derived from the works of Ludwig Wittgenstein and Michael Foucault, respectively. These insights will be used to more deeply unfold the current situation for Aboriginal students within dominant approaches to mathematics curriculum in Australia, and the subsequent approaches to the inclusion of Aboriginal knowledge and epistemologies. It is suggested that the epistemic constructs most valued and thus credited as conveyors of ‘truth’, and therefore positioned as powerful forms of knowledge within dominant curriculum and education policy, are those derived from Western, Eurocentric origins. This privileging of particular epistemological constructs over others is reinforced unconsciously through the articulation of educational goals deemed most appropriate, or ‘socially just’, for the Aboriginal student population. The place of Aboriginal knowledge within such constructs is therefore reflective of broader ideation around the role of education within society and its failure to challenge existing structures of power and injustice. 相似文献