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141.
Nicole Barnes Helenrose Fives Jamaal Sharif Matthews Kit Marie SaizdeLaMora 《The Teacher Educator》2013,48(4):401-415
ABSTRACTWe examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This study adds to the literature on goal theory aimed at understanding and advancing teachers' motivationally supportive practices and can be used in teacher education and development to help teachers identify, reflect on, and understand their classroom goal structures and how they relate to structures operating at the school level. 相似文献
142.
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. 相似文献
143.
Jose L. Vinelli Charles C. Matthews Dorothy M. Schlitt Sudhir Abhyankar David J. McKee 《科学教学研究杂志》1979,16(2):159-165
144.
Gerald W. McLaughlin Mona B. Zirkes Beatrice T. Mahan 《Research in higher education》1983,19(3):277-284
Multiple regression is being used by some investigators to determine the unique statistical relevance of potential sex bias for various groups of individuals. The following article shows that the presence of multicollinearity among the independent variables can cause misleading interpretations of the resulting regression weight for sex coded as a dummy variable. An alternative approach is proposed with an example to demonstrate the interpretation of the results. Questions are raised concerning the interpretation of some previous research. 相似文献
145.
Kelly E. Matthews Andrea Crampton Matthew Hill Elizabeth D. Johnson Manjula D. Sharma Cristina Varsavsky 《International Journal for Academic Development》2013,18(3):238-251
Social network perspectives acknowledge the influence of disciplinary cultures on academics’ teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national project in Australia within a case study research design. The application of a social network lens illuminated the contribution of eight academic developers as weak ties who infused SoTL knowledge within teams. Two heuristic cases of academic developers who also linked across networks are presented. Implications of social network perspective are discussed. 相似文献
146.
Shannon R. Lane Jennifer McClendon Natalie Matthews 《Journal of Teaching in Social Work》2017,37(3):292-306
Social work plays a key role in engaging with clients and communities directly affected by housing insecurity and homelessness, and advocating for the right to safe and affordable housing. This article describes methodologies of the Point-in-Time Count and Homeless Management Information Systems and proposes strategies for integrating additional content around homelessness into the social work curriculum in research courses and beyond. This integration can meet student needs regarding experiential research, as well as agency and community needs for effective collection and use of data. A case example and proposed best practices describe opportunities for university–community collaborations in homelessness research. 相似文献
147.
Kelly E. Matthews Julie M. Duck Emma Bartle 《International Journal for Academic Development》2017,22(1):43-55
AbstractThe Tutors@UQ programme provides an example of a formalised, institution-wide, cross-discipline, academic development programme to enhance the quality of teaching that has been maintained for seven years despite a pattern of substantial organisational change. We present a case study of the programme framed around a four-phase model of educational change and interpreted through the lens of social network perspectives that explores the question: What factors enabled the programme to become successful and sustained over time? Shared responsibility for the creation, development, and on-going implementation achieved through collaborative partnerships emerged as a central factor for the sustainability of the tutor induction programme. 相似文献
148.
Joseph R. Matthews 《Public Library Quarterly》2018,37(3):263-278
ABSTRACTThe development of management frameworks over time is reviewed as a management framework provides an effective way to help communicate the value of the public library. The use of a Logic Model is recommended as a management framework that will resonate with most funding decision makers. 相似文献
149.
It has become quite common for people to develop `personal' relationships nowadays, exclusively via extensive correspondence across the Net. Friendships, even romantic love relationships, are apparently, flourishing. But what kind of relations really are possible in this way? In this paper, we focus on the case of close friendship. There are various important markers that identify a relationship as one of close friendship. One will have, for instance, strong affection for the other, a disposition to act for their well-being and a desire for shared experiences. Now obviously, while all these features of friendship can gain some expression through extensive correspondence on the Net, such expression is necessarily limited –you cannot, e.g., physically embrace the other, or go on a picnic together. The issue we want to address here however, is whether there might be distinctive and important influences on the structure of interaction undertaken on the Net, that affect the kind of identity ``Net-friends' can develop in relation to one another. In the normal case, one develops a close friendship, and in doing so, one's identity, in part, is shaped by the friendship. To some extent, through extensive shared experience, one comes to see aspects of the world (and of oneself) through the eyes of one's friend and so, in part, one's identity develops in an importantly relational way, i.e., as the product of one's relation with the close friend. In our view, however, on account of the limits of, and/or the kind of, shared contact and experience one can have with another via correspondence on the Net, there are significant structural barriers to developing the sort of relational identity that is a feature of close friendship. In arguing our case here, and by using the case of Net ``friendship' as our foil, we aim to shed light on the nature and importance of certain sorts of self-expression and relational interaction found in close friendship. 相似文献
150.