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121.
Utilizing an interview, a questionnaire, and observations during labor, delivery, and the postpartum period, a sample of one hundred mothers was identified as at high risk for abnormal parenting practices. These mothers were randomly divided into a “High-Risk Intervene” group (N=50) and a “High-Risk Nonintervene” group (N=50). The “Intervene” group received comprehensive pediatric follow-up by a single physician, a lay health visitor, and/or a public health nurse in the home. The “Non-intervene” group received routine care, although the results of these screening procedures were shared with the physicians and nurses responsible for their ongoing care. Another group of 50 mothers, who delivered during the same time period and who were assessed as low risk in terms of abnormal parenting practices, served as controls. When the children were approximately two years old (mean age 26.8 months), 25 families in each of the three groups were chosen at random for detailed evaluation. 相似文献
122.
The short form of Entwistle's (1981) Approaches to Studying Inventory (ASI‐S) was administered to 503 mature‐aged students, most of whom identified themselves as disadvantaged and were returning to study after many years absence. Analysis of the 503 responses showed that internal consistency estimates for the seven subscales of the ASI‐S were generally low, but that confirmatory factor analysis could recover two major dimensions corresponding to deep and surface orientations to learning. To examine the predictive validity of the ASI‐S with this population, results for a mathematics unit which they were studying were regressed on factor scores. Results of the structural analysis indicated that the deep orientation was unrelated to academic progression in mathematics but that high scores on the surface orientation were associated with poor academic performance ( = 0.092). These findings indicate that broad learning orientations are fundamental and can be identified in a group of students returning to study after a long absence. The study also emphasises the importance of examining the particular study context when evaluating the effect of learning orientations. The effect of deep and surface orientations may be positive or negative depending on the subject area and the learning context. 相似文献
123.
Duhita Mahatmya Janet Morrison Rebecca M. Jones Pamela W. Garner Shannon N. Davis Jill Manske Nancy Berner Ann Johnson Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504
The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research. 相似文献
124.
Peter L. Ignacio Merilee McCurdy Jada White Madeline B. Auge Christopher H. Skinner Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492
Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments. 相似文献
125.
Robert Brown Janet Scull Andrea Nolan Bridie Raban Jan Deans 《The Australian Educational Researcher》2012,39(3):313-331
This paper introduces the Young Learners?? Project, which is a large scale longitudinal study that aims to identify a number of factors associated with positive outcomes in literacy in the first year of school: the role of the preschool teacher, home life and child characteristics. In particular, it presents the design of one sub-study within the larger project that is focusing on the beliefs, theoretical constructs and literacy practices of 25 preschool teachers. The paper deliberates the methodological choices of a group of researchers who set out to represent in diverse ways, and for diverse purposes, the layered meanings inherent in preschool teachers?? beliefs and practices in relation to early literacy development. In particular, through reference to illustrative extracts of a single case analysis, the paper explores the possibilities and complexities of adopting mixed methods and in doing so, responds to a call for researchers to make explicit the purposes and challenges of case study methodologies. 相似文献
126.
127.
This study examined 3‐ to 7‐year‐old children's reliance on informant testimony to learn about a novel animal. Sixty participants were given positive or negative information about an Australian marsupial from an informant described as a maternal figure or a zookeeper. Children were asked which informant was correct and were invited to touch the animal, which was a stuffed toy hidden in a crate. Overall, younger children endorsed the zookeeper's testimony about the animal, but touched the animal more readily when the maternal figure provided positive information. Older children endorsed the informant who provided positive information, but showed some sensitivity to zookeeper expertise. Age differences were obtained in the association between participant characteristics and informant selection and animal approach behavior. 相似文献
128.
129.
A team of academics from RMIT School of Business Information Technology were involved in delivering LIS training to staff at Can Tho University in Viet Nam who were to work in a newly developed Learning Resource Centre (LRC). The training materials were written in English and then translated into Vietnamese. RMIT staff then delivered the training face-to-face through interpreters. This paper records a narrative of the interaction between academics, students, translators, and interpreters. This narrative examines development, limitations, and successes of cross-cultural teaching and learning and offers a commentary from the point of view of academic participants in this project, particularly about the developing relationships between academics, translators, and interpreters. Examination of the impact includes some preliminary evaluation of the nature of the teaching experience and the development of culturally inclusive strategies and material. 相似文献
130.
Janet Floyd 《Media History》2013,19(3):257-269
This is a discussion of the group of journalists working in and around Virginia City during the 1860s and 1870s, when the area became the world centre of the silver mining industry. The so-called Sagebrush writers reported on mining prospects for readerships locally and internationally, as well as writing anecdotes and stories about the life of the highly transient local communities generated by the search for silver. Theirs is writing characterised both by caution in responding to the mining industry and by an aggressive humour in depicting the local life of a cosmopolitan instant city. These newspaper writers have been considered in the local context of the Nevadan frontier. Here, I discuss their engagement with a complex and internationally networked industry, and also their address to the collectivities of the local population. 相似文献