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61.
This article demonstrates a multivariate latent growth curve methodology (LGM) for analyzing longitudinal adolescent substance use data. Hypotheses concerning the form of growth in substance use, individual differences in the common trajectory over time, and covariates influencing growth were tested. Significant linear increases existed for alcohol, cigarette, and marijuana use. Second‐order multivariate extensions of LGM indicated that associations among the individual differences parameters of the various substances could be adequately modeled by a higher order substance use construct. Family status, parent‐child conflict, peer encouragement for substance use, parent substance use, and age significantly influenced initial levels of use. Peer encouragement, change in peer encouragement, change in parent‐child conflict, age, and gender significantly influenced development of use. These findings support the influence of families and peers on the development of adolescent substance use and demonstrate the utility of multivariate extensions of LGM in the analysis of longitudinal data. 相似文献
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63.
Terry B. Gutkin 《Journal of educational and psychological consultation》2013,23(1-2):133-146
This article reviews the major themes and issues emerging from this special issue on training school-based consultants. It is suggested that the building of anthills from individual and often seemingly disconnected grains of sand provides a useful metaphor for work in this arena. To date we have failed to establish a compelling and integrated body of empirical evidence addressing consultant training, although some excellent preliminary data have been reported. All agree that substantially more scholarly work is essential. It is proposed that the most important challenge facing us is the adoption of a unifying theoretical model to guide the organization and synthesis of our disparate "grains of sand" so that we can create meaningful and coherent "anthills" that can be of value to consultation trainers. Ecological and systems orientations are presented as the most appropriate and powerful approaches to achieve this goal. Small-N and qualitative research methodologies seem particularly well suited to this task. A number of specific research and practice ideas are suggested, although each has yet to garner sufficient empirical support and each is considered to be subsidiary to the adoption of an ecological paradigm to guide trainers and researchers in drafting a blueprint for future scientific work. As sure as worker ants can build phenomenally complex anthills from the most meager beginnings, so can we develop a scientific body of knowledge regarding consultant training. However, substantially more intellectual capital will need to be invested in this task if we are to succeed. Ultimately, it is up to us, as interested scholars, to make this happen. 相似文献
64.
This article explores the crucial moments of scientists’ research activities when they decide to shift to a radical new domain or to perpetuate a project. We introduce what we have called the “respiration model” which describes and analyses key cognitive components which occur in this complex process. Respiration either privileges epistemic expectations which are rooted in socio-cognitive metrics of “concentration” or in a functionality-multiple horizon context which we refer to as “extension”. The respiration model accords particular attention to the elements curiosity and synergy in science. 相似文献
65.
Within the undergraduate mathematics curriculum, the topic of simple least-squares linear regression is often first encountered in multi-variable calculus where the line of best fit is obtained by using partial derivatives to find the slope and y-intercept of the line that minimizes the residual sum of squares. A markedly different approach from linear algebra, which could also be introduced in multi-variable calculus, obtains the regression line by vector projection. The latter viewpoint offers elegant proof of the equation relating the total, explained and unexplained variations. Consideration of data with the same regression line and correlation opens the door for a “mini-research experience” (MRE). A sequel MRE gives rise to an open Research Experience for Undergraduates topic to analyze reflection sequences and a fundamental connection between complex analysis and regression analysis. A few general guidelines and basic goals for MREs are included for those whose main interest is in undergraduate research. 相似文献
66.
在线反思性交互的评估 总被引:1,自引:0,他引:1
交互是在线学习的关键要素,同(异)步交互工具可拓展教学交互的深度与广度,而科学、有效的评估能促进交互。本在比较多种异步交互评估方法后,以建构主义学习理论为基础,引用Simmons的反思性思维评价量规,详尽地描述了反思性交互的激励式评估在案例中的实施过程。 相似文献
67.
Terry M. Wildman 《About Campus》2008,12(6):2-9
Campus recovery from the shootings at Virginia Tech in April has, in part, been supported by a process of community building launched at the institution years ago.Terry Wildman, director of the Center for Excellence in Undergraduate Teaching, explains. 相似文献
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IDENTITY AND SCHOOL HISTORY: THE PERSPECTIVE OF YOUNG PEOPLE FROM THE NETHERLANDS AND ENGLAND 总被引:2,自引:0,他引:2
ABSTRACT: The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools. 相似文献
70.
Terry Wrigley 《Journal of educational administration and history》2008,40(2):129-148
This paper uses the concept of paradigm to examine the current state of School Improvement and its relationship to quantitative School Effectiveness studies. It argues that a significant and explicit paradigm change occurred in the early 1990s, resulting in a managerialist approach; a reductionist use of the concept culture; and an inadequate response to the challenges of poverty and under‐achievement. Some arguments are presented to show how this paradigm relates to a broader neo‐liberal context, and an alternative paradigm is outlined. 相似文献