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71.
Denyse V. Hayward Caitlin D. Annable Jennifer E. Fung Robert D. Williamson Meridith A. Lovell-Johnston Linda M. Phillips 《Early Childhood Education Journal》2017,45(6):809-820
Current phonological awareness assessment procedures consider only the total score a child achieves. Such an approach may result in children who achieve the same total score receiving the same instruction even though the configuration of their errors represent fundamental knowledge differences. The purpose of this study was to develop a tool for phonological awareness error classification and explore the types of errors made by 215 grade one children from low socioeconomic backgrounds on a phonological awareness test. Twenty-one distinct errors were identified and classified into eight categories. The most frequently occurring error category was Additions followed by Segmentations, Substitutions, Insertions, Repetitions, Omissions, Reversals, and Multiple Errors. Examination of a subsample of study participants who were classified as high and low reading performers revealed differences in the both the degree and type of errors exhibited. Low reading performers exhibited significantly more Insertion, Omission, Segmentation, and Substitution errors. Knowledge of child errors has the potential to enhance understanding and interpretation of child test performance and subsequent instructional recommendations. 相似文献
72.
Caitlin Chalmers Barbara A Spears Des Butler Donna Cross Phillip Slee 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):91-109
Background: Despite decades of research, bullying in all its forms is still a significant problem within schools in Australia, as it is internationally. Anti-bullying policies and guidelines are thought to be one strategy as part of a whole school approach to reduce bullying. However, although Australian schools are required to have these policies, their effectiveness is not clear. As policies and guidelines about bullying and cyberbullying are developed within education departments, this paper explores the perspectives of those who are involved in their construction. Purpose: This study examined the perspectives of professionals involved in policy construction, across three different Australian states. The aim was to determine how their relative jurisdictions define bullying and cyberbullying, the processes for developing policy, the bullying prevention and intervention recommendations given to schools and the content considered essential in current policies. Sample: Eleven key stakeholders from three Australian states with similar education systems were invited to participate. The sample selection criteria included professionals with experience and training in education, cyber-safety and the responsibility to contribute to or make decisions which inform policy in this area for schools in their state. Design and methods: Participants were interviewed about the definitions of bullying they used in their state policy frameworks; the extent to which cyberbullying was included; and the content they considered essential for schools to include in anti-bullying policies. Data were collected through in-depth, semi-structured interviews and analysed thematically. Findings: Seven themes were identified in the data: (1) Definition of bullying and cyberbullying; (2) Existence of a policy template; (3) Policy location; (4) Adding cyberbullying; (5) Distinguishing between bullying and cyberbullying; (6) Effective policy; and (7) Policy as a prevention or intervention tool. The results were similar both across state boundaries and also across different disciplines. Conclusion: Analysis of the data suggested that, across the themes, there was some lack of information about bullying and cyberbullying. This limitation could affect the subsequent development, dissemination and sustainability of school anti-bullying policies, which have implications for the translation of research to inform better student outcomes. 相似文献
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74.
Sarah Jane Brown Caitlin J. Bakker Nicole R. Theis-Mahon 《Journal of the Medical Library Association》2022,110(1):47
Objective:Systematic reviews and other evidence syntheses, the pinnacle of the evidence pyramid, embody comprehensiveness and rigor; however, retracted data are being incorporated into these publications. This study examines the use of retracted publications in the field of pharmacy, describes characteristics of retracted publications cited by systematic reviews, and discusses factors associated with citation likelihood.Methods:Using data from Retraction Watch, we identified retracted publications in the pharmacy field. We identified all articles citing these retracted publications in Web of Science and Scopus and limited results to systematic reviews. We classified the retraction reason, determined whether the citation occurred before or after retraction, and analyzed factors associated with the likelihood of systematic reviews citing a retracted publication.Results:Of 1,396 retracted publications, 283 were cited 1,096 times in systematic reviews. Most (65.0%) (712/1096) citations occurred before retraction. Citations were most often to items retracted due to data falsification or manipulation (39.2%), followed by items retracted due to ethical misconduct including plagiarism (30.4%), or concerns about or errors in data or methods (26.2%). Compared to those not cited in systematic reviews, cited items were significantly more likely to be retracted due to data falsification and manipulation, were published in high impact factor journals, and had longer delays between publication and retraction.Conclusions:Further analysis of systematic reviews citing retracted publications is needed to determine the impact of flawed data. Librarians understand the nuances involved and can advocate for greater transparency around the retraction process and increase awareness of challenges posed by retractions. 相似文献
75.
Caitlin Howlett 《Educational theory》2019,69(1):127-139
In this article, Caitlin Howlett offers a critical framework for understanding the limits of prohibitive and individually oriented sexual harassment policies in academia through a discussion of melodrama. Howlett draws on the work of Linda Williams, Emma Goldman, and Carole Vance in arguing that such sexual harassment policies participate in melodrama and thus fail to address the structural or institutional conditions that allow for sexual harassment. She then turns to the work of Sara Ahmed to examine what is at stake in this failure, before concluding that this understanding of sexual harassment policies points to their insufficiency and inadequacy within the academy. 相似文献
76.
Trevor Gillum Matthew Kuennen Zachary McKenna Micaela Castillo Alex Jordan-Patterson Caitlin Bohnert 《Journal of sports sciences》2017,35(13):1294-1299
An increase in salivary leukocytes may contribute to the exercise-induced increase in salivary antimicrobial proteins (AMPs). However, exercise-induced changes in salivary leukocytes have not been studied. The purpose of the study was to describe salivary leukocyte changes with exercise. Participants (n = 11, 20.3 ± 0.8 years, 57.2 ± 7.6 ml kg?1 min?1 peak oxygen uptake ((VO) ?2peak), 11.1 ± 3.9% body fat) ran for 45 min at 75% of VO2peak. Stimulated saliva (12 mL) was collected pre- and immediately post exercise. Saliva was filtered through a 30 µm filter before analysis of leukocytes (CD45+), granulocytes (CD45+CD15+), monocytes (CD45+CD14+), T-cells (CD45+CD3+), and B-cells (CD45+CD20+) using flow cytometry. Saliva was analysed for Lysozyme (Lys) using ELISA. Exercise did not alter any leukocyte subset. The major constituent of leukocytes pre-exercise were granulocytes (57.9 ± 30.3% compared with monocytes: 5.1 ± 2.7%, T-cells: 17.1 ± 8.9%, B-cells: 12.1 ± 10.2%) (P < 0.05). In a subset of n = 6, Lys secretion rate increased after exercise (pre: 5,170 ± 5,215 ng/min; post: 7,639 ± 4,140 ng/min) (P < 0.05). Exercise does not result in increased granulocytes, but does increase Lys. Further, these data suggest that an increase in salivary leukocytes is not needed to increase Lys. 相似文献
77.
We explored 30 Black Kindergarten‐2nd grade students' spoken narratives around pages of their science journals that the children selected as best for showing them as scientists. Because in all narratives, space–time relationships play an important role not only in situating but also in constituting them, we focused on such relationships using Bakhtin's (1981) construct of chronotopes. Our chronotopical analysis aimed at fleshing out the temporal and spatial features that were present in the children's journal pages, and in the children's ways of talking both about these features and about being scientists. Our goal was to better understand ways in which African‐American children identify with science and scientists in particular contexts: an interview with an adult who had visited their class throughout that year and a class where they were offered various opportunities to engage with science. Using six cases that maximized the variety of understandings we could develop vis‐à‐vis our research question, we show how the children's narratives were filled with differing space–time relationships in which the children found ways to showcase their agency. Thus, we provide insights into how the children authored relationships with science and scientists, negotiated the past with the present and possible future, and contextualized their narratives within various time‐spaces that had meaning for them. Moreover, multiple people populated the children's chronotopes and became intertwined with the space–time relationships that underlined their conceptions of themselves vis‐à‐vis science and scientists. Despite the varied conceptions of science and scientists that the children portrayed, their narratives communicated a high level of confidence in being able to do science and be scientists, and initiative in learning. The children's narratives were filled with hope, “able‐ness,” knowledge, affect, and possibility. These findings point to several considerations for practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 568–596, 2012 相似文献
78.
Globally, school systems are pressed to engage in large-scale school improvement. In the United States and other countries, school district central offices and other local governing agencies often engage with external organizations and individuals to support such educational change efforts. However, initiatives with external partners are not always productive. We draw on the idea of absorptive capacity to present a conceptual framework for understanding when and under what conditions partnerships are likely to foster district learning and support change efforts. We contend that prior knowledge, communication pathways, strategic knowledge leadership, and resources to partner are preconditions for a district central office’s absorptive capacity, and we identify the features of the external partner that likely matter for productive partnering. We argue that the relationship between district absorptive capacity and features of the partner is mediated by the nature of the interactions between district and partner, with likely consequences for organizational learning outcomes. For researchers, this framework serves as a tool for understanding how a district central office can learn from an external partner for educational improvement efforts. For school district leaders and external partners, this framework provides a structure for thinking strategically about when and under what conditions a partnership is likely to be productive. 相似文献
79.
Development of a Reality‐Based Multimedia Case Study Teaching Method and its Effect on Students’ Planned Food Safety Behaviors
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There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors. 相似文献
80.
Donna S. Cross Kevin C. Runions Ken A. Resnicow Eileen F. Britt Caitlin Gray 《Psychology in the schools》2018,55(5):464-475
Intervention approaches to bullying are largely preventive in nature, and even these have been shown to be ineffective, if not iatrogenic, with adolescents. Responses to bullying are limited to traditional punitive approaches or “no‐blame” approaches aiming to restore the relationship between the targeted students. Neither of these approaches may effectively engage the perpetrator of bullying at a motivational level, and we propose motivational interviewing (MI) as a means of promoting meaningful behavioral change among youths who bully. We provide a narrative review of MI and map its core features onto the extant literature on self‐reported motivations for bullying, highlighting the ways that MI fits with bullying and could serve as a potent solution that could be deployed by school psychologists and other student support staff members. Qualitative preliminary feedback and initial competency in MI from trained practitioners are presented as preliminary data from a cluster‐randomized control trial, documenting school staff perspectives on the integration of MI into their approach to bullying with recommendations for integrating MI into school settings. 相似文献