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911.
Ramesh Raghavan Derek S. Brown Benjamin T. Allaire Lauren D. Garfield Raven E. Ross Lonnie R. Snowden 《Child abuse & neglect》2014
This study quantifies racial/ethnic differences in Medicaid expenditures on psychotropic drugs among a national sample of children with suspected maltreatment. We linked 4,445 child participants in the National Survey of Child and Adolescent Well-Being (NSCAW) – consisting of children investigated for suspected abuse and neglect – to their Medicaid claims obtained from 36 states. We used propensity score matching to construct a comparison group of children without known child welfare involvement, and estimated two-part generalized linear models to examine differences in annual psychotropic drug expenditures per child between children of different races/ethnicities. When compared to a matched sample of children, African American and Latino children incur $292 and $144 less expenditures on psychotropic drugs, respectively, than white children. Among NSCAW children alone, African American children display $614 less spending on psychotropic drugs when compared to white children. Racial/ethnic differences in expenditures on psychotropic drugs occur among all children on Medicaid, but the differences are especially pronounced among African American children in contact with the child welfare system. These findings demonstrate that policymakers will need to pay special attention to the needs of children of color as Medicaid expansions proceed nationwide. 相似文献
912.
Cheryl Bailey Gittens 《Peabody Journal of Education》2014,89(3):368-379
The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience. 相似文献
913.
Heidrun Stoeger Julia Steinbach Stefanie Obergriesser Benjamin Matthes 《High Ability Studies》2014,25(1):5-21
Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning. 相似文献
914.
Benjamin E. Ruark 《Performance Improvement》2008,47(7):24-30
An evidence‐based practice (EBP) model is proposed to replace the more‐art‐than‐science “rope bridge” currently spanning the defining space of a training need and the designing space of a training curriculum. The rope bridge analogy symbolizes a way to address perceived deficiencies and research gaps in the analysis‐design‐development‐implementation‐evaluation (ADDIE) model. Not to be construed as mere window dressing, a developmental model of EBP‐adherent instructional design is offered as a prototype for changing ADDIE's internal landscape and making instructional design more effective. 相似文献
915.
The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach 下载免费PDF全文
Isabelle Häfner Barbara Flunger Anna‐Lena Dicke Hanna Gaspard Brigitte M. Brisson Benjamin Nagengast Ulrich Trautwein 《Child development》2018,89(4):1405-1422
Using data from 1,571 ninth‐grade students (Mage = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types. 相似文献
916.
Ming Gong Xiao Yuan Shiyu Wang Yulin Wu Youwei Zhao Chen Zha Shaowei Li Zhen Zhang Qi Zhao Yunchao Liu Futian Liang Jin Lin Yu Xu Hui Beng Hao Rong He Lu Simon C.Benjamin Cheng-Zhi Peng Xiongfeng Ma Yu-Ao Chen Xiaobo Zhu Jian-Wei Pan 《国家科学评论(英文版)》2022,(1):95-101
Quantum error correction is an essential ingredient for universal quantum computing.Despite tremendous experimental efforts in the study of quantum error correc... 相似文献
917.
Benjamin Gleason 《Learning, Media and Technology》2018,43(2):165-180
This research investigates how three high school students in the USA developed new literacies practices through their participation in teenage Twitter. Data was collected from two sources, including archival data from participants’ Twitter over a two-year span, and semi-structured interviews. Results found that teenagers developed a number of practices that facilitated orientation to cultural conventions of teenage Twitter, helped them mobilize followers for participatory events, and led to reflective awareness of how to tell stories on Twitter. This study suggests that teenagers used the affordances of Twitter in order to craft multimodal narratives that are co-constructed, participatory, nonlinear, and emergent. Thinking in hashtags, for participants, is a kind of action that serves to develop affinities of relation (to friends, to pop culture, and to new knowledge) through mediatized ‘vital life stuff.’ 相似文献
918.
This study builds upon ongoing research of ecological mindedness by exploring how teachers appraise and incorporate ecological care, interconnectedness, and ecological integrity into lesson planning, as well as how teachers reconcile these qualities with their current professional responsibilities. These topics are explored through educational connoisseurship and criticism, using think alouds to learn from teachers as they plan lessons with the qualities of ecological mindedness as a framework. Findings indicate that teachers view ecological mindedness as relevant for schools in terms of content, engagement, and students’ lives; as compatible with standards and other external mandates; and as a form of character education. 相似文献
919.
Rachael B Champion Lindsey R Smith Jennifer Smith Bogdana Hirlav Benjamin D Maylor Stephanie L White 《Journal of sports sciences》2018,36(21):2484-2491
This study evaluated the acute effects of interrupting prolonged sitting with an accumulated 2 h of light-intensity walking on postprandial cardiometabolic risk markers. In this randomised crossover trial, 24 participants (twelve males) aged 18–55 years took part in two, 6.5 h conditions: 1) prolonged sitting (SIT) and 2) sitting interrupted hourly with 20 min light-intensity treadmill desk walking at between 1.2–3.5 km/h?1 (INT-SIT). Standardized meals were provided at 0 h and 3 h. Blood samples and blood pressure measures were taken hourly. Statistical analyses were completed using linear mixed models. Postprandial incremental area under the curve responses (mmol/L?6.5 h) for glucose (4.52 [3.47, 5.56] and 6.66 [5.62, 7.71] for INT-SIT and SIT, respectively) and triglycerides (1.96 [0.96, 2.96] and 2.71 [1.70, 3.71] for INT-SIT and SIT, respectively) were significantly lower in INT-SIT than SIT. Mean systolic and diastolic blood pressure responses were lower by 3% and 4%, respectively, in INT-SIT than SIT (P < 0.05). There was no significant condition x sex interaction effect for any outcomes (P > 0.05). These findings suggest that interrupting sitting with an accumulated 2 h of light-intensity walking acutely improves cardiometabolic risk levels in males and females compared with prolonged sitting. 相似文献
920.
The relative age effect (RAE) describes an overrepresentation of players born early (Q1) in a selection year and is highly prevalent within youth sport pathways. However, a dearth of research has investigated the RAE at the “super-elite” level. The present research assessed the presence of RAE in super-elite performers. Study 1 investigated RAEs in the world’s best international Test cricketers (N = 262) over a 20-year period according to a robust and stringent “super-elite” criteria. Results revealed the RAE (Q1) when all disciplines were combined. Upon closer examination, this effect was also observed for the batting and spin bowling disciplines, whereas no RAE was found for the pace bowling discipline. Study 2 investigated RAEs in super-elite rugby union players (N = 691) over a 20 year period. Results revealed the RAE for backs (Q1) and a reversal of the traditional RAE (Q4) for forwards, and when all rugby union positions were combined. These findings provide new evidence of RAEs at the super-elite level and present both inter and intra sports differences. Potential explanations for these findings are explored, owing to the survival and evolution of the fittest concepts, and the implications for future research and applied practice are presented. 相似文献