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961.
A continuation of the bibliography published in the Fall 1979 issue of ECU, this article presents an annotated bibliography
of 73 reports of research on the impact of instructional media on attitude formation and change. The author also shares some
general observations about the findings, including procedures most likely and least likely to produce the desired attitudinal
outcomes.
Research for this study was supported by a grant from the Research Institute for Studies in Education, College of Education,
Iowa State University. 相似文献
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Michael Ryan Monica Taylor Amanda Barone Leslie Della Pesca Sona Durgana Kelly Ostrowski 《The New Educator》2017,13(2):102-116
ABSTRACTToo often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders. 相似文献
965.
Jana Mahlke Martin Schultze Tobias Koch Michael Eid Regina Eckert Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110
Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model. 相似文献
966.
Boyle MH 《Child development》2002,73(3):883-892
This study examined the impact of home ownership on the emotional-behavioral problems of children and youth ages 4 to 16 years. Data came from two large-scale general population surveys conducted in the province of Ontario in 1983, the Ontario Child Health Study (N = 3,325) and the National Longitudinal Study of Children and Youth (N = 12,592). Results showed an inverse association between home ownership and ratings of emotional-behavioral problems. The net effects of home ownership expressed in standard units dropped from the .20 to .43 range for teacher and parent ratings to the .07 to .17 range, after controlling for socioeconomic variables. Furthermore, the concentration of home ownership in neighborhoods was not associated with ratings of child problem behavior in either study. Projects aimed at supporting home ownership among low-income families may provide a means for improving the emotional and behavioral functioning of disadvantaged children. 相似文献
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Educational technology research and development - Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the... 相似文献
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Michael A. Clores 《Asia Pacific Journal of Education》2006,26(1):65-77
The purpose of this study was to determine the beliefs about biological evolution held by college freshman students in one Catholic university in the Philippines. After 4 weeks of constructivist-inspired instruction, interviews and journal entries revealed that the students have diverse beliefs about the theory of evolution. They posited rejection, acceptance or doubt about the evolutionary theory based on their scientific and theological beliefs, perceptions about the evidence of evolution and misconceptions about evolutionary theory, in particular, human evolution. Based on the results, it is discerned that there indeed is a clear interaction between science and religion in the teaching and learning of science. The authors also conclude that students' current worldviews, in the form of attitudes and beliefs, affect how they understand concepts. 相似文献