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111.
Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
112.
Having young readers manipulate objects to correspond to the characters and actions in a text greatly enhances comprehension as measured by both recall and inference tests. As a step toward classroom implementation, we applied this manipulation strategy in small (three-child) reading groups. For successive critical sentences, one child would read the sentence aloud and then manipulate the objects, then the next child would read and manipulate, and so on. Children in a reread control condition also alternated reading the text. For the reread condition, one child would read the critical sentence and then reread it, followed by the next child, and so on. Children who manipulated were substantially more accurate in answering questions about the texts. Thus, the manipulation strategy meets at least some of the criteria for being applicable in a classroom setting, namely it is effective when applied in small groups. 相似文献
113.
Jedaiah Joel Lumagbas Wally Smith Esther Care Claire Scoular 《Technology, Pedagogy and Education》2019,28(1):73-89
Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools. 相似文献
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Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach''s alpha) was 0.77, while test–retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance. 相似文献
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Joel A. Lane 《Journal of College Counseling》2016,19(3):231-245
This study examined the relationships among attachment, psychological well‐being (PWB), life satisfaction, and concerns about the transition out of college among a sample of college seniors. A path analysis was conducted predicting that PWB and life satisfaction would mediate the relationships between attachment and 3 types of graduation transition concerns: career, change and loss, and support. Significant mediation effects affecting career concerns and change and loss concerns were discovered. Implications for college counseling are discussed. 相似文献
118.
Reflections is the name of an English course book for pupils aged 14 to 18 which was published in 1963. Widely praised at the time of publication, it is now regarded as one of the most important English books in the post‐war period, representing as it did a ‘new English’. This article looks at what was ‘new’ about the type of pedagogy embodied in the book, contrasting it with English, a series of course books which was popular during the late 1950s and early 1960s. The author then traces the factors‐‐institutional and intellectual‐‐which made Reflections possible, before going on to examine the influence the book had. 相似文献
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