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81.
There is conflicting evidence on the effect of seat location on student performance and participation in the classroom. The two major hypotheses are (1) that seat location influences student behavior and (2) that seat preference and selection is associated with personality traits of students. This study evaluated both hypotheses within a 55 student senior nutritional biochemistry class. Alternating every other seat, half of the class was randomly assigned a permanent seat while the other half was randomly reassigned a different seat each class period. Students sitting in the front of the classroom in the stay group made significantly more comments per student per day than stay group students in the back, in agreement with other studies. The move group, however, showed increased overall participation with no significant difference between the front and back of the classroom. Findings suggest a more flexible explanation—that students may adopt or reject an implied social role in which seat location and personality traits are influential factors. 相似文献
82.
Mary Thuo Boris E. Bravo-Ureta David K. Okello Evelyn Nasambu Okoko Nelson L. Kidula 《The Journal of Agricultural Education and Extension》2013,19(4):339-359
AbstractPurpose: Groundnut farmers in East Africa have experienced declines in production despite research and extension efforts to increase productivity. This study examined how social network structures related to acquisition of information about new seed varieties and productivity among groundnut farmers in Uganda and Kenya.Design/methodology/approach: Data came from face-to-face interviews with a sample of 491 farmers randomly selected from a larger frame purposefully selected to represent farmers who had worked with researchers and farmers who had not, and to represent both male and female farmers. We used social network analysis to visualize and interpret patterns of farmers' networks with regard to information sources, productivity supports and local group affiliations.Findings: Ugandan farmers primarily used weak ties with researchers and extension agents as sources of information. In contrast, Kenyan farmers used strong ties with close associates. For farmers in both countries weak ties were least associated with productivity. Strong ties, natural factors and farmers' own experience with new varieties were most associated with productivity. The majority of farmers had ties to local groups to strategically pool risks and access available resources.Practical implications: Visualizing farmers' social networks enables policy-makers and change agents to identify relevant social relationships that could be utilized strategically to increase the capacities of poor farming communities.Originality/value: The study demonstrates that important differences in social network structures can exist among farmers in similar geographic regions producing similar crops. 相似文献
83.
84.
专利计量指标研究述评 总被引:7,自引:2,他引:5
85.
Kevin J. Swick Reginald Williams Evelyn Fields 《Early Childhood Education Journal》2014,42(6):397-403
This article explores the dynamics of parenting while being in a homeless context. The mosaic of stressors involved in this homeless parenting process are explicated and discussed. In addition, resources and strategies that may support parenting are presented and discussed. 相似文献
86.
Deborah Rivas‐Drake Eleanor K. Seaton Carol Markstrom Stephen Quintana Moin Syed Richard M. Lee Seth J. Schwartz Adriana J. Uma?a‐Taylor Sabine French Tiffany Yip Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57
The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth. 相似文献
87.
Deborah Rivas‐Drake Moin Syed Adriana Uma?a‐Taylor Carol Markstrom Sabine French Seth J. Schwartz Richard Lee Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):77-102
One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed. 相似文献
88.
The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of online learning for this population still exist. In order to examine this concern, researchers developed and used a Universal Design for Learning (UDL) Scan Tool to measure lesson content and alignment with UDL principles, guidelines and checkpoints. Four hundred and seventy-eight math, science and world history Khan Academy lessons were randomly selected and evaluated for this study. The paper highlights the results of the study, in terms of the lessons’ alignment with UDL principles and guidelines, as well as a discussion on limitations and future research. 相似文献
89.
Research Findings: In the United States a shift has occurred in how children are identified for long-term special education services. Since 2004, U.S. funding for special education services has included a provision for early intervention services, focusing on the importance of providing supplemental instructional opportunities to students who are not successful in learning from the core classroom instruction. Commonly referred to as response to intervention, this model involves educators monitoring how well students respond to intervention instruction, with referral for special education services for those who make little progress. Practice or Policy: In this article, we propose that intervention instruction should be responsive to the learner as well as focus on how well the learner responds to the intervention. Given that contextual circumstances, including instructional experiences, impact the child's literacy achievement, providing intervention instruction that is contingent upon each child's literacy strengths and needs is the best way to ensure each child's successful response to intervention instruction. As an example of an intervention using responsive instruction, this article describes different instructional approaches provided by Reading Recovery teachers with 3 children who were initially the lowest readers and writers in their classes. All 3 children were able to progress to on-grade-level reading and writing proficiency as a result of the intervention. 相似文献
90.
Susan Brady Margie Gillis Tara Smith MaryEllen Lavalette Linda Liss-Bronstein Evelyn Lowe Wendy North Evelyn Russo T. Diane Wilder 《Reading and writing》2009,22(4):425-455
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade
teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable
mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment
of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts
prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated
with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured
teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning
and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction
(e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years
of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after
training.
相似文献
Susan BradyEmail: |