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991.
Anna Parpala Sari Lindblom‐Ylänne Henna Rytkönen 《Assessment & Evaluation in Higher Education》2011,36(5):549-563
This paper explores students’ conceptions of good teaching in three different disciplines. Moreover, the aim is to explore the relation between these conceptions and students’ approaches to learning by combining qualitative and quantitative methods. A total of 695 students from the Faculties of Behavioural Sciences, Law and Veterinary Medicine participated in the study. The students’ conceptions of good teaching were analysed using a qualitative content analysis. Furthermore, the students were assigned to homogenous subgroups on the basis of their responses to items measuring approaches to learning and the differences between these subgroups and the students’ conceptions were examined. The association between the conceptions, disciplines and approaches to learning were examined using Chi‐square tests. Twenty‐one dimensions were created from the data and 12 of them differed between the disciplines. Only one dimension differed between the student groups. The study suggests that there is disciplinary variation in students’ conceptions of good teaching and universities should take this into account in the development process of the student evaluation system. 相似文献
992.
In 2008, the federal government allotted $7 billion in child care subsidies to low-income families through the state-administered Child Care and Development Fund (CCDF), now the government's largest child care program (US DHHS, 2008). Although subsidies reduce costs for families and facilitate parental employment, it is unclear how they impact the quality of care families purchase. This study investigates the impact of government subsidization on parents’ selection of child care quality using multivariate regression and propensity score matching approaches to account for differential selection into subsidy receipt and care arrangements. Data were drawn from the Child Care Supplement to the Fragile Families and Child Wellbeing Study (CCS-FFCWS), conducted in 2002 and 2003 in 14 of the 20 FFCWS cities when focal children were 3 years old (N = 456). Our results indicate that families who used subsidies chose higher quality care than comparable mothers who did not use subsidies, but only because subsidy recipients were more likely to use center-based care. Subgroup analyses revealed that families using subsidies purchased higher-quality home-based care but lower-quality center-based care than comparable non-recipients. Findings suggest that child care subsidies may serve as more than a work support for low-income families by enhancing the quality of nonmaternal care children experience but that this effect is largely attributable to recipients’ using formal child care arrangements (versus kith and kin care) more often than non-recipients. 相似文献
993.
Su Golder PhD Kelly Farrah MLIS Monika Mierzwinski-Urban MLIS Beth Barker BSc Anna Rama 《Health information and libraries journal》2023,40(2):190-200
Background
The most current objectively derived search filters for adverse drug effects are 15 years old and other strategies have not been developed and tested empirically.Objective
To develop and validate search filters to retrieve evidence on adverse drug effects from Ovid medline and Ovid Embase.Methods
We identified systematic reviews of adverse drug effects in Epistemonikos. From these reviews, we collated their included studies which we then randomly divided into three tests and one validation set of records. We constructed a search strategy to maximise relative recall using word frequency analysis with test set one. This search strategy was then refined using test sets two and three and validated on the final set of records.Results
Of 107 systematic reviews which met our inclusion criteria, 1948 unique included studies were available from medline and 1980 from Embase. Generic adverse drug effects searches in medline and Embase achieved 90% and 89% relative recall, respectively. When specific adverse effects terms were added recall was improved.Conclusion
We have derived and validated search filters that retrieve around 90% of records with adverse drug effects data in medline and Embase. The addition of specific adverse effects terms is required to achieve higher recall. 相似文献994.
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996.
Zero tolerance school discipline practices have been associated with a national increase in suspensions, a practice that has had a disproportionate negative impact on Black students. The present study investigated an association between principal attitudes toward zero tolerance and suspension rates for White and Black students in 306 Virginia high schools. Black suspension rates were more than double White suspension rates. Regression analyses controlling for student poverty and school enrollment showed that principal endorsement of zero tolerance was moderately associated with suspension rates for both White and Black students, but was not associated with the size of the racial disparity. Paired‐samples t tests showed statistically significant differences in the types of offenses that resulted in suspensions, with Black students significantly more likely to be suspended for disruptive offenses and White students more likely to be suspended for alcohol‐ and drug‐related offenses. 相似文献
997.
Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these questions, we orchestrated a dialogic exchange with three Master's students who used self-study to research and improve their teaching in urban elementary schools. We analyzed their papers both to see how consistent they were with the characteristics of self-study and to determine the nature of lessons learned in relation to our social justice goals. In addition, in the following year we gathered and analyzed information about their post-study reactions to self-study and its continuing influence. In their self-studies all three examined assumptions guiding their teaching by analyzing pertinent data and functioning as critical friends for each other; their work was consistent with self-study requirements. Written reflections and interviews all mentioned the transformative influence of self-study on their thinking and practice. We also discovered that we should strengthen our guidance with regard to the specifics of self-study methodology, as in the need to look for disconfirming evidence. Although their commitment to the process was maintained, we need to explore whether and how self-study might be engaged more informally. Overall, we found that self-study invites teachers to question discriminatory categories with empirical evidence and empowers them to redefine their profession and question regressive policies. 相似文献
998.
Tracy Gershwin Mueller Anna Moriarity Vick 《Journal of educational and psychological consultation》2013,23(2):99-127
ABSTRACTDecades of research identify the need to improve the individualized education program (IEP) meeting process. The purpose of this study was to explore the experiences of parents, advocates, educators, and facilitators who have utilized an emerging alternative IEP procedure known as a facilitated IEP (FIEP) meeting. This new process is used as an alternative dispute resolution practice in special education. FIEP meetings use a collaborative approach to encourage family and professionals to develop a meaningful educational program designed to best address student needs. Using qualitative interview methodology, 32 participants described their experiences with IEP and FIEP meetings. Data analysis identified the FIEP as a promising collaborative practice that can be used to restructure IEP meetings with the intent to prevent and resolve conflict through encouraging active parent participation through consensus building and maintaining focus on the student. Implications for practice and future research are presented and discussed. 相似文献
999.
Saskia de Graaff Anna M.T. Bosman Fred Hasselman Ludo Verhoeven 《Scientific Studies of Reading》2013,17(4):318-333
Systematic-phonics instruction appears to be more effective than nonsystematic phonics instruction for teaching reading (Ehri, Nunes, Stahl, & Willows, 2001). In the present study, a systematic phonics approach was directly compared with a nonsystematic phonics approach for kindergarten children. Both approaches were delivered using computer programs teaching the same Dutch grapheme–phoneme correspondences. Both phonics-trained groups progressed to the same extent on productive letter-sound knowledge compared to the control group. However, on measures of phonemic awareness, spelling, and reading, the systematic phonics group made more progress than the nonsystematic phonics group and the control group. 相似文献
1000.