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51.
Joanne Orlando 《Technology, Pedagogy and Education》2013,22(1):33-44
With the introduction of Information and Communication Technologies (ICT) into schools came the expectation that teachers would adopt ICT and change their practices in particular ways. Research indicates that teachers have not changed in the ways expected. Suggested in this paper is that limitations in current research methodologies documenting change in teachers' practices are restricting thorough examination of change in teachers' practices mediated by ICT. This paper reports on the design of a study aimed at investigating teachers' practices from an alternative position from the current research. The research design is a grounded, longitudinal, qualitative study using assorted analysis for the collection and interpretation of the data. This involves a combination of secondary analysis of archive data and collection and analysis of primary data. Participants were able to retrospectively describe and understand their own archived and new data, in interviews and observations. This paper focuses on ways this research design supported examining teachers' practices as including a number of dimensions and the way these dimensions were influenced by the context in which they were situated. Also, the ways this research design provided a means for examining the changes that developed from the teachers' own narratives. This gave some insight into the ways the teachers' understood the changes in their own practices. Examining change from this perspective supports understanding of how and why changes in teaching practices mediated by ICT occur or don't occur. It also contributes to examining the bigger phenomenon of ICT and the long‐term impact it is having on teaching practices. 相似文献
52.
Chao-Ying Joanne Peng Li-Ting Chen Hsu-Min Chiang Yi-Chen Chiang 《Educational Psychology Review》2013,25(2):157-209
Given the long history of effect size (ES) indices (Olejnik and Algina Contemporary Educational Psychology, 25, 241–286 2000) and various attempts by APA and AERA to encourage the reporting and interpretation of ES to supplement findings from inferential statistical analyses, it is essential to document the impact of APA and AERA standards on ES reporting practices. In this paper, we investigated the impact by examining findings from 31 published reviews and our own review of 451 articles published in 2009 and 2010. The 32 reviews were divided into two periods: before and after 1999. A total of 116 journals were reviewed. Findings from these 32 reviews revealed that since 1999, the ES reporting has improved in terms of its rate, variety, interpretation, confidence intervals, and fullness. Yet several inadequate practices still persisted: (1) the dominance of Cohen’s d, and the unadjusted R 2/η2, (2) the mere labeling of ES, (3) the under-reporting of confidence intervals, and (4) a lack of integration between ES and statistical tests. The paper concludes with resources on Internet and recommendations for improving ES reporting practices. 相似文献
53.
Dona Matthews Joanne Foster Deborah Gladstone Jeannette Schieck Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345
Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted. 相似文献
54.
ABSTRACTThis article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration. 相似文献
55.
Kym Joanne Price Brett Ashley Gordon Stephen Richard Bird Amanda Clare Benson 《Journal of sports sciences》2020,38(9):970-984
ABSTRACTInterval exercise training is increasingly recommended to improve health and fitness; however, it is not known if cardiovascular risk is different from continuous exercise protocols. This systematic review with meta-analyses assessed the effect of a single bout of interval exercise on cardiovascular responses that indicate risk of cardiac fibrillation and infarction compared to continuous exercise. Electronic databases Medline, CINAHL, Embase, Scopus and Cochrane were searched. Key inclusion criteria were: (1) intervals of the same intensity and duration followed by a recovery period and (2) reporting at least one of blood pressure, heart rate variability, arterial stiffness or function. Cochrane Risk of Bias tool and GRADE approach were used. Meta-analyses found that systolic blood pressure responses to interval exercise did not differ from responses to continuous exercise immediately (MD 8 mmHg [95% CI ?32, 47], p = 0.71) or at 60 min following exercise (MD 0 mmHg [95% CI ?2, 1], p = 0.79). However, reductions in diastolic blood pressure and flow-mediated dilation with interval exercise were observed 10–15 min post-exercise. The available evidence indicates that interval exercise does not convey higher cardiovascular risk than continuous exercise. Further investigation is required to establish the safety of interval exercise for clinical populations. 相似文献
56.
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58.
Jakob D. Jensen Katheryn Christy Melinda Krakow Kevin John Nicole Martins 《The Journal of educational research》2016,109(6):666-674
Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading. 相似文献
59.
Joanne F. Carlisle 《Annals of dyslexia》1987,37(1):90-108
Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences
and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This
study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally
and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1)
how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students;
2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships
between base and derived forms to spell derived words (e.g. “magic” and “magician”). The results showed that LD ninth graders’
knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery
of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders.
Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt
to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless,
most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily
to poor knowledge of phoneme-grapheme correspondences.
I am indebted to Laurel Fais and students in the Language Training program at the Forman School in Litchfield, Connecticut,
for their participation in this study.
The first phase of this research project was sponsored by NICHD grant HD-01994 to Haskins Laboratories and by a Dissertation
Fellowship from the University of Connecticut. The final stages of work on this project were completed while I was at American
International College. 相似文献
60.
Moral reasoning is concerned with making decisions regarding the appropriate course of action in particular situations and has been highlighted as a critical factor that may facilitate (or impede) the effectiveness of educational programs in promoting positive outcomes. This study examined the trajectories of moral reasoning as measured by the Defining Issues Test (DIT2) for college students and to what extent there are intra-individual (within student) and inter-individual (between student) changes in moral reasoning during this developmental period. The results suggest that moral reasoning was best represented by a linear increase on the mean level and non-signi?cant variability across students. The relationship between moral reasoning and students’ prior academic attainment was also examined. 相似文献