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61.
62.
Using an experience sampling methodology, the everyday lives of 153 adolescents with low, middle, or high levels of attention-deficit/hyperactivity disorder (ADHD) characteristics as assessed by either parent or teen were examined. Twice each hour, across two 4-day recording intervals, participants in a longitudinal study of stress and health risks logged their behaviors, moods, and social contexts. Those with high, in contrast to low, ADHD symptom levels recorded more negative and fewer positive moods, lower alertness, more entertaining activities relative to achievement-oriented pursuits, more time with friends and less time with family, and more tobacco and alcohol use. Fewer associations emerged with parent-defined than with teen-defined subgroups, although the differences in alertness, peer and family contexts, entertainment versus achievement activities, and substance use were consistent across sources. Even at subclinical levels, ADHD characteristics were associated with behavioral patterns and contexts that may promote peer deviancy training, unhealthy lifestyle behaviors, and vulnerability to nicotine dependence. 相似文献
63.
Multiple mentor model: A conceptual framework 总被引:1,自引:0,他引:1
Larry D. Burlew 《Journal of Career Development》1991,17(3):213-221
Conclusion This article focused on developing a conceptual framework for the mentoring process. The model is based on the premise that mentoring is not a single event in the life of a worker but rather several events with different levels of mentoring. Each level of mentoring requires a different type of mentor with different types of skills and knowledge, similar to Len Nadler's HRD training model. Therefore, people may need special training to assume the different mentor levels (i.e., Training, Education, and Development Mentors), and workers may need to be trained to recognize that such experiences and people exist to help in their career progression. Counselors can be in the forefront as far as accepting and advocating the use of the Multiple Mentor Model for this training 相似文献
64.
There are numerous research methodologies that may be applied to the study of computer technology, and each has the potential to provide insights into its usefulness. The selection of research methodologies should be driven by the nature of the questions under investigation rather than a predetermined idea that some research methods are superior to others. This article focuses on a particular methodology, case studies, and it describes their potential for making a unique contribution to our understanding of computer technology. The special value of case studies lies in helping us understand the complexities found in classrooms, where the multiple variables that influence computer use interact in complex ways. © 1999 IFIP, published by Kluwer Academic Publishers 相似文献
65.
Larry D. Evans 《Psychology in the schools》2000,37(2):183-191
Chronic school refusal has traditionally been classified under broad categories such as school phobia and truancy. However, the need for improved recognition and treatment of school refusal has heightened efforts to identify subtypes of school refusal behavior. Recent efforts have focused on functional subtypes of school refusal. This article purposes to extend recent efforts by showing that the three basic subtypes of anxiety, avoidance, and malingering are not only functional, but consistent with refusal characteristics, empirical evidence from factor analysis and clinical diagnosis over the past decade, and treatment approaches. Such extension is intended to aid practitioners in further understanding and using functional subtypes. © 2000 John Wiley & Sons, Inc. 相似文献
66.
The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998. 相似文献
67.
Larry D. Yore John O. Anderson Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2010,8(3):593-609
Evidence-based policies, decisions, and practices are highly valued and underachieved in the international mathematics and
science education reforms. Many in the mathematics and science education research communities lament the lack of influence
that research results have on the education profession, schools, and teaching. Academic research done in isolation of end-users—with
the faint hope that teachers, politicians, and bureaucrats will access and utilise these results to inform curriculum, assessment,
and instruction and to influence public policy—has not worked. Some funding agencies require dissemination of research and
development results to the broader political and education communities; therefore, applicants agree to these requirements
without fully realizing the breadth of these demands. However, to achieve such knowledge transfer requirements, researchers
need to become more (a) aware of the needs, players, and processes of ‘speaking truth to power’; (b) active in knowledge transfer
and influencing public policy; and (c) alert to values and normative premises of the policy makers. This article outlines
the essential principles, barriers within the academic community, international efforts, and future considerations for knowledge
transfer regarding international assessments. Specific articles on PISA 2000, 2003, and 2006 included in this special issue
are used to illustrate these insights into verification of curricular influences, educational opportunity and equality, regional
comparisons, and direct influence on policy. 相似文献
68.
John O. Anderson Mei-Hung Chiu Larry D. Yore 《International Journal of Science and Mathematics Education》2010,8(3):373-388
This special edition of IJMSE focuses on the Programme of International Student Assessment (PISA) project now that it has
completed a full cycle of administration—reading, mathematics, and science—to look at ways in which PISA has been used in
participating countries and with what consequences, and to identify potential research and policy directions emanating from
this initiative. Articles were invited to (a) reflect international perspectives on the uses and consequences of PISA to date
and (b) speculate on future directions for research, curriculum, and policy using the PISA datasets. The introductory article
provides a brief overview of common aspects of PISA: Evolving definitions of reading literacy, mathematics literacy, and science
literacy; technical design of the instruments and data analysis procedures; the changing emphasis of administrations; and
recent research using the datasets. PISA, unlike other international assessments in reading, mathematics, and science, has
provided a fresh perspective on ‘what might be’ by decoupling the assessment from mandated curricula to focus on literacies
needed for a 21st century economy. This unique feature of PISA brings with it possibilities and cautions for policy makers. 相似文献
69.
Bruce W Bailey Gabrielle LeCheminant Timothy Hope Mathew Bell Larry A Tucker 《Measurement in physical education and exercise science》2018,22(3):231-238
The study compared the agreement, internal consistency, and measurement stability of the GE iDXA, BOD POD, and InBody 720. Body composition of 43 men and 37 women (31.4 ± 10.7 years; 90% Caucasian and 10% other) was assessed in triplicate using each method over two different days. Mean percent body fat (% BF) of the participants was different for all three machines (27.6 ± 10.0% [GE iDXA)] 25.6 ± 10.4% [BOD POD], and 21.3 ± 10.6% [InBody 720]; p < .05). The coefficient of variation for same day repeated measures was 1.06% (GE iDXA), 3.29% (BOD POD), and 2.97% (InBody 720). The coefficient of variation for 2-day repeated measures was 1.81% (GE iDXA), 4.61% (BOD POD), and 4.24% (InBody 720). The difference between the GE iDXA and BOD POD was within acceptable variability, while the InBody 720 significantly underestimated % BF. The internal consistency was highest for the GE iDXA, followed by the InBody 720, and then the BOD POD. 相似文献
70.
Abstract The purpose of this study was to compare three methods of relieving fatigue between bouts of strenuous exercise—rest, abdominal cold packs, and cold showers. Fifteen subjects were used in the study; each subject participated in each of the three treatments, making a total of 45 measurements. The subjects ran on a treadmill which was set at 8 mph with a 10 percent elevation, until their pulse rates reached 180 beats per minute. One of the three treatments was then applied for 10 min., after which the subjects engaged in a second treadmill run until heart rates reached 180 beats per minute. The time of the second treadmill run was the main criterion measure. A complete randomized block design was used to test the differences among the three treatments for statistical significance. The Newman-Keuls sequential range test was employed to test differences between all possible pairs of treatment. Abdominal cold packs proved to be the most effective treatment, with the cold shower second and rest third. 相似文献