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101.
Arja Puurula Sean Neill Lisa Vasileiou Chris Husbands Peter Lang Yaacov J Katz 《Compare》2001,31(2):165-186
This article reports on the outcomes of a comparative research project examining teacher and student attitudes to affective education across Europe. Affective education is defined as the aspect of the educational process that is concerned with the feelings, values, beliefs, attitudes and emotional well-being of learners. The article begins with a consideration of some of the conceptual issues in affective education and its diversity across Europe as a basis for stressing the relevance of cross-cultural comparisons. It then offers a general picture of the findings of the present research project, draws a number of tentative conclusions from this and ends with a reference to issues requiring further research in comparative work on affective education. 相似文献
102.
Tatum Adiningrum Sean Sturm Barbara Kensington-Miller 《International Journal for Academic Development》2019,24(2):109-121
ABSTRACTEmploying part-time and casual academics is now a widely accepted practice in higher education globally. We explored the issue of the identity of part-time academics in Indonesian higher education through interviews with 14 part-time and 11 full-time academics. Both groups identified more strongly with their teaching roles than with other roles. However, they differed in their perceptions of opportunities to enact their chosen academic roles and of the kind of academic development they needed. The current standardised model of academic development needs to be rethought to offer more flexibility and to invite departments’ participation in the development of their academics. 相似文献
103.
Sean R. Womack Melvin N. Wilson Xin Tong Kathryn Lemery-Chalfant Daniel S. Shaw 《Child development》2022,93(3):e266-e281
This study examined associations between trajectories of family instability across early childhood and trajectories of externalizing behaviors from middle childhood to adolescence. Growth mixture models were fit to annual caregiver reports of instability from child ages 2–5 (N = 731; 49% girls, 50% White). A curve of factors model was fit to externalizing behaviors from child ages 7.5–14. Chronic, elevated instability across early childhood predicted elevated externalizing behaviors from middle childhood to adolescence. Data collection spanned from 2002 to 2017. Increasing or declining levels of instability predicted elevated externalizing behaviors in middle to late childhood, but not in adolescence. Caregiver depressive symptoms mediated the association between instability and the externalizing behavior intercept. Intervening on chronic instability may reduce child externalizing problems. 相似文献
104.
The influence of family, school, and religious social contexts on the mental health of Black adolescents has been understudied. This study used Durkheim's social integration theory to examine these associations in a nationally representative sample of 1,170 Black adolescents, ages 13–17. Mental health was represented by positive and negative psychosocial well‐being indicators. Results showed that adolescents' integration into family and school were related to better mental health. In addition, commitment to religious involvement positively influenced mental health. Although the direct effect of religious involvement was inversely related to mental health, mediation analyses revealed a positive influence through religious commitment. Findings suggest a greater emphasis on all three social contexts when designing strategies to improve the mental health of Black adolescents. 相似文献
105.
Sean Kearney Timothy Perkins Shannon Kennedy-Clark 《Assessment & Evaluation in Higher Education》2016,41(6):840-853
The purpose of this paper is to provide a proof of concept of a collaborative peer-, self- and lecturer assessment processes. The research presented here is part of an ongoing study on self- and peer assessments in higher education. The authentic assessment for sustainable learning (AASL) model is evaluated in terms of the correlations between sets of marks. The article provides an explanation of the assessment process, and analyses sets of marks as a means of justifying the validity of the process. The results suggest that students, even those with no prior experience in peer- or self-evaluation, in their first year of tertiary study, under the right conditions, are able to accurately judge their own work and make reasonably accurate judgements of the work of their peers. While previous studies have expounded the benefits of self- and peer assessments in tertiary study, undertaking a prescribed process, such as AASL, has a further implication in allowing others to replicate the process with reasonable assuredness of the validity of the process across various fields of study. 相似文献
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108.
William R. Jenson Elaine Clark John C. Kircher Sean D. Kristjansson 《Psychology in the schools》2007,44(5):483-493
Evidence‐based practice approaches to interventions has come of age and promises to provide a new standard of excellence for school psychologists. This article describes several definitions of evidence‐based practice and the problems associated with traditional statistical analyses that rely on rejection of the null hypothesis for the establishment of invention effectiveness. Meta‐analysis as an approach to ascertain EBPs is reviewed along with the inherent difficulties associated with single subject design research such as autocorrelations. Four meta‐analytic approaches are reviewed which include Percentage of Nonoverlapping Data points (PND), the Busk and Serlin: Assumption models, ITSACORR, and Hierarchical Linear Modeling (HLM). HLM is offered as the most promising approach for the analysis for single subject designs. Monte Carlo simulations are modeled with varying degrees of autocorrelations, differing numbers of data points, and simulated effects sizes to show that HLM is an acceptable approach for controlling the risk of Type I errors. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 483–493, 2007. 相似文献
109.
Relative age effects (RAEs) explain the (dis)advantages individuals experience as a result of when they are born relative to a pre-determined cut-off date. Within an interuniversity setting, academic timing (AT) may moderate the RAE pattern due to some student-athletes having eligibility years that do not correspond with their birth years. The purpose of this study was to examine the influence of the RAE and AT on interuniversity football players. A series of chi-square goodness of fit tests (χ2) revealed no RAE when all student-athletes were analyzed together as well as among those who were delayed (i.e. eligibility years that correspond with a younger cohort), and a traditional RAE among those who were on-time (i.e. eligibility years that correspond with their year of birth). Student-athletes ranged between 1 and 12 years delayed, with the majority of these athletes being delayed by one (30.76%) or two years (30.97%). This study suggests that there may be advantages to student-athletes delaying their participation within football, as these delays may help mitigate the overall RAE by equalizing playing opportunities for relatively younger student-athletes. However, delaying eligibility raises concerns about equity, particularly for those progressing to interuniversity football directly out of high school who may have to compete for roster spots against student-athletes who may be up to 12 years delayed. 相似文献
110.