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871.
Julie A. Burke Samuel L. Becker Rebecca A. Arbogast Michelle J. Naughton 《Journal of Applied Communication Research》2013,41(1-2):1-18
This paper argues that applied research has the potential for making important theoretical contributions if efforts are made to explore and overcome inadequacies in existing social scientific theories by integrating, refining, and expanding these theories to achieve the necessary scope to solve the problem at hand. Ways in which these ends might be achieved are suggested through discussion of the procedures employed and the problems encountered in the development and assessment of Iowa's Program Against Smoking (I‐PAS), a theoretically‐based program to reduce adolescents' tobacco use. 相似文献
872.
873.
Prior, Supplemental Nutrition Assistance Program (SNAP) research reveals limited age cohort analyses that may not accurately reflect nuanced age differences in SNAP participation. The purpose of this study was to add depth to older age analysis and SNAP participation via four models of age categorizations. This secondary data analysis used a sample of 10,116 older adults from the 2010 Health and Retirement Study (HRS). Controlling for demographic, socioeconomic, and physical factors, logistic regression tested four age categorization models: Third-Age and Fourth-Age groupings; young-old, middle-old, and oldest old groupings; generic decade cohorts; and continuous age. Hypotheses for each model predicted older age as negative to SNAP participation. Significant predictors of SNAP participation included female gender; non-White, non-Hispanic, and Hispanic ethnicities; lower household income; inadequate food budget; and difficulty in self-dressing. Odds ratios confirmed age as a negative factor to SNAP participation. Addition of age categorizations into each model yielded nominal effect size change. Yet, addition of age into the models changed the relationship between control variables and SNAP receipt: gender and Hispanic ethnicity. While age categorizations offered marginal effect predicting SNAP participation, difficulty dressing most strongly predicted increased participation across all models. This finding is relevant, as standard SNAP participation models for younger individuals rely heavily on socioeconomic indicators. Results suggest future research modeling SNAP participation in older individuals that emphasizes physical/medical issues. 相似文献
874.
875.
With key performance indicators (KPIs) part of everyday life in the higher education (HE) sector, universities have become
increasingly concerned with league tables and performance indicator-led strategy and planning. The choice an institution makes
concerning the KPIs it wishes to be evaluated on depends on its mission and objectives, with a Head of Institution (VC) appointed
to deliver against this. As such, this raises the question as to whether institutional performance can be related in any way
to the characteristics of its leader. The purpose of this research, therefore, was to identify any empirical justification
for the socio-demographic characteristics which those responsible for searching and appointing VCs appear to have favoured
over the past 10 years. Also, whether these can be shown to be related to the performance of their institutions. Using data
available in the public domain and for UK (excluding Scotland) VCs in service for, at least, some time during 1999–2004 inclusive,
evidence for the importance of VC characteristics for institutional performance was limited. Indeed, our findings suggest
that, whilst the performance of a university may be ‘moulded’ by the characteristics of its’ leader, most of the variability
is explained by non-leadership factors. We also found highly significant correlations amongst the KPIs used in HE, which has
very significant implications for those wishing to differentiate themselves from other institutions. 相似文献
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877.
Michelle K. McGinn Wolff‐Michael Roth 《International Journal of Science Education》2013,35(7):813-832
This study was designed to investigate variations in students’ responses to lever problems across multiple assessment contexts and formats. Prior to and at the end of a four‐month science unit on simple machines, grade 6/7 students prepared semantic maps, wrote responses to application questions, discussed their written answers, and modelled solutions to practical problems using physical materials. We present data from pre‐ and post‐instruction interviews to show that students’ responses varied in kind and extent across assessment contexts and formats. Such variations in performance are consistent with situated cognition theories which assert that competence is heterogeneous across situations and is a function of interactions between individuals and the contexts in which they perform. Based on these findings, implications are drawn regarding more productive means of assessing students’ understanding in classrooms. 相似文献
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879.
Michelle de Wilde 《Religious education (Chicago, Ill.)》2013,108(1):87-95
880.