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41.
Students enter college with varying degrees of academic self-efficacy, which influences how they respond to effective teaching behaviors. Teacher confirmation is one behavior that has received increased attention because it is thought to indirectly enhance students’ learning by reducing their receiver apprehension in the classroom. Findings from 208 college students supported the hypothesized indirect effects between teacher confirmation and students’ perceived learning through reduced receiver apprehension, but conditional process analyses revealed these indirect effects were moderated by students’ academic self-efficacy. These findings suggest the effectiveness of teacher confirmation behaviors varies among students, with those who lack academic self-efficacy deriving fewer of the intended educational benefits. 相似文献
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Olivia G. Holter Anisa N. Goforth Kristen Pyke Zachary R. Shindorf 《Journal of educational and psychological consultation》2020,30(3):255-284
ABSTRACTNative American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum. 相似文献
43.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
44.
Most researchers acknowledge that virtually all structural equation models (SEMs) are approximations due to violating distributional assumptions and structural misspecifications. There is a large literature on the unmet distributional assumptions, but much less on structural misspecifications. In this paper, we examine the robustness to structural misspecification of the model implied instrumental variable, two-stage least square (MIIV-2SLS) estimator of SEMs. We introduce two types of robustness: robust-unchanged and robust-consistent. We develop new robustness analytic conditions for MIIV-2SLS and illustrate these with hypothetical models, simulated data, and an empirical example. Our conditions enable a researcher to know whether, for example, a structural misspecification in the latent variable model influences the MIIV-2SLS estimator for measurement model equations and vice versa. Similarly, we establish robustness conditions for correlated errors. The new robustness conditions provide guidance on the types of structural misspecifications that affect parameter estimates and they assist in diagnosing the source of detected problems with MIIVs. 相似文献
45.
Circulation data sets at Columbia University Libraries were organized, analyzed, and visualized by examining types of patrons and their circulation activities. Patrons examined included: Graduate students, Undergraduate students, Officers and Faculty, and Visitors. Circulation activities are defined as: charges, renewals, holds, and recalls. Policy decisions, usage patterns, and learning curves were detected system-wide, and those concerning loan periods and borrowing permissions impacted activity immediately. The data validated common understandings of usage patterns and verified that faculty hold books longest, that overall activity has declined, and that patrons have adapted to online transactions. This article discusses academic years 2003–04 to 2009–10. 相似文献
46.
Abstract An increase in the period over which a muscle generates force can lead to the generation of greater force and, therefore, for example in jumping, to greater jump height. The aim of this study was to examine the effect of squat depth on maximum vertical jump performance. We hypothesized that jump height would increase with increasing depth of squat due to the greater time available for the generation of muscular force. Ten participants performed jumps from preferred and deep squat positions. A computer model simulated jumps from the different starting postures. The participants showed no difference in jump height in jumps from deep and preferred positions. Simulated jumps produced similar kinematics to the participants' jumps. The optimal squat depth for the simulated jumps was the lowest position the model was able to jump from. Because jumping from a deep squat is rarely practised, it is unlikely that these jumps were optimally coordinated by the participants. Differences in experimental vertical ground reaction force patterns also suggest that jumps from a deep squat are not optimally coordinated. These results suggest there is the potential for athletes to increase jump performance by exploiting a greater range of motion. 相似文献
47.
Paul D. Flaspohler Jennifer L. Elfstrom Karin L. Vanderzee Holli E. Sink Zachary Birchmeier 《Psychology in the schools》2009,46(7):636-649
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well‐being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school‐wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc. 相似文献
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49.
Explaining the Social Contract 总被引:1,自引:0,他引:1
50.
Mark Fincher Chris Kelly Miranda Harrison Zachary Harrison Danielle Hopson Selah Weems 《Community College Journal of Research & Practice》2013,37(8):531-535
ABSTRACTCommunity colleges produce large numbers of high quality graduates from career and technical programs. These programs are often of high academic rigor and quality. However, most universities view these Applied Associates of Science (AAS) as being terminal associate's degrees that are not appropriate for transfer. Regional accrediting standards are often cited as the reason for this differentiation. The reality is that institutional policies often simply dismiss AAS courses by their prefix to simplify the process. This study and presentation will explore the reality of what is allowed by accrediting bodies in transferring AAS courses and best practices for facilitating the maximum allowable course transfer. 相似文献