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941.
Jennifer Richards Gary Skolits Janie Burney Ashley Pedigo F. Ann Draughon 《Journal of Food Science Education》2008,7(3):54-61
ABSTRACT: Providing effective food safety education to young consumers is a national health priority to combat the nearly 76 million cases of foodborne illness in the United States annually. With the tremendous pressures on teachers for accountability in core subject areas, the focus of classrooms is on covering concepts that are tested on state performance examinations. As a result, topics such as food safety are rarely addressed in middle school classrooms. Middle school is an ideal time to teach food safety because adolescents are in the process of setting lifelong behaviors; therefore, they are more likely to synthesize new food safety knowledge in a way that will lead to the development of lifelong behaviors. The purpose of this study was to scientifically validate an educational resource that provides a method for classroom teachers to involve young consumers in food safety education while meeting state content area curriculum standards. An interdisciplinary curriculum targeted at middle school students and correlated directly to state content standards was designed to include highly effective instructional strategies that teach food safety concepts through all core subject classes (science, math, social studies, and language arts). The curriculum was pilot tested in 5 schools using a pretest, posttest, and follow-up test assessment model. The results showed that the curriculum was highly effective at raising student knowledge (21% gain) and improving students' food handling behaviors (8.47% gain) from pretests to posttests. In addition, 6 wk after implementation, students retained 86% of their total knowledge gain as measured by a follow-up assessment. 相似文献
942.
944.
Gary E. Bingham Nicole Venuto Mary Carey Christi Moore 《Early Childhood Education Journal》2018,46(5):467-475
This article addresses the importance and benefits of integrating informational texts into read alouds in preschool classrooms through an instructional approach entitled REAL Time. Teachers use the REAL Time framework to pair complex storybooks with one or more informational texts in order to develop children’s understanding of key vocabulary and important real world concepts. Teachers are then encouraged to plan curricular experiences for children that deepen and extend their understanding. Such experiences help the teacher link children’s content knowledge across texts and learning experiences. While implementing REAL Time, teachers draw attention to text features and functions of informational texts in ways that build children’s understanding of print. 相似文献
945.
946.
Investigating the theoretical structure of the DAS‐II core battery at school age using Bayesian structural equation modeling
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Stefan C. Dombrowski Philippe Golay Ryan J. McGill Gary L. Canivez 《Psychology in the schools》2018,55(2):190-207
Bayesian structural equation modeling (BSEM) was used to investigate the latent structure of the Differential Ability Scales—Second Edition core battery using the standardization sample normative data for ages 7–17. Results revealed plausibility of a three‐factor model, consistent with publisher theory, expressed as either a higher‐order (HO) or a bifactor (BF) model. The results also revealed an alternative structure with the best model fit, a two‐factor BF model with Matrices (MA) and Sequential and Quantitative Reasoning (SQ) loading on g only with no respective group factor loading. This was only the second study to use BSEM to investigate the structure of a commercial ability test and the first to use a large normative sample and the specification of both approximate zero cross‐loadings and correlated residual terms. It is believed that the results produced from the current study will advance the field's understanding of not only the factor structure of the DAS‐II core battery but also the potential utility of BSEM in psychometric investigations of intelligence test structures. 相似文献
947.
Gary L. Canivez 《Psychology in the schools》2000,37(2):107-113
This study investigated the predictive and construct validity of the Developing Cognitive Abilities Test in a heterogeneous sample of 863 sixth grade students. Level H of the DCAT was administered during the student's sixth grade year and selected subtests of the Iowa Tests of Basic Skills were administered eight months later during their seventh grade year. Results showed that correlations between the DCAT and Iowa Tests of Basic Skills ranged from .50 (DCAT Spatial‐ITBS Language Usage) to .74 (DCAT Total‐ITBS Mathematics Problem Solving) with a median r= .635. Correlations also supported the construct (convergent) validity of the DCAT when compared to the ITBS with the DCAT Verbal subtest correlating significantly higher with the ITBS Vocabulary, Reading, and Language Usage than either the DCAT Quantitative or Spatial subtests which are not as verbally oriented. The DCAT Quantitative subtest was associated with the ITBS Mathematics Problem Solving to a greater extent than either the DCAT Verbal or Spatial subtests. © 2000 John Wiley & Sons, Inc. 相似文献
948.
949.
Standards for College Libraries provide benchmarks for collection size and professional staffing. Formulas from the Standards were used to compare the recommended collection size and number of professional librarians with the actual size of the collections and the number of librarians for a random sample of Baccalaureate I and II colleges. 相似文献
950.