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91.
The present research investigated the link between perceived event memorability and false-event rejection. In 2 studies, event salience, plausibility, and recency were manipulated. Study 1 showed that high-salience events elicited higher memorability ratings than low-salience events for 5-, 7-, 9-year-olds and adults. Plausibility and recency affected only 9-year-olds' and adults' judgments. Study 2 demonstrated that younger versus older children and adults were less likely to reject false events, and that older children and adults were more likely to reject false events based on salience than were younger children. High-recency false events were more likely to be rejected than low-recency false events. Consistent with prediction, recency moderated the effect of salience. The development of metamemorial awareness and rejection strategies is discussed. 相似文献
92.
Kristen Smith Sara Finney Keston Fulcher 《Assessment & Evaluation in Higher Education》2019,44(2):263-282
Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provide a didactic example of how outcomes assessment data can be integrated with data concerning the educational intervention students received. This type of information – referred to as implementation fidelity data – allows faculty to more accurately interpret outcomes assessment results, make informed modifications to educational interventions, and link learning improvements back to specific interventions. As more faculty purposefully integrate outcomes assessment data and implementation fidelity data, higher education will better demonstrate its worth. 相似文献
93.
Cable news schedule today is programed with a transition between objective reporting and subjective commentary. With this in mind, we address the question: to what extent does political ideology impact one’s estimation of factual content in the monologue of a partisan news host? Going beyond direct effects, we analyze two moderated mediation models, using news host as moderator and using parasocial relationship and source credibility as parallel mediators. Results show like-minded partisanship with a news host led to higher estimates of factual content, and this effect worked indirectly through credibility perceptions. Additionally, this process occurred more intensely for conservatives. 相似文献
94.
Megan Inman Amy E. Blevins Elizabeth Ketterman Kristen L. Young 《Medical reference services quarterly》2019,38(2):131-142
Over the years, library collections have vastly changed due to an ever-growing presence of resources available online. Many libraries have experienced a dramatic decrease in the circulation of physical materials with the shift to online availability of materials. It is of great value to ensure libraries are meeting the needs of their users, and this can be accomplished by identifying their information-seeking patterns. The aim of this article is to examine how faculty use the library and to identify what services and resources are of value to their work. 相似文献
95.
Martinez Antonio Estevan Gehrtz Jessica Rasmussen Chris LaTona-Tequida Talia Vroom Kristen 《Innovative Higher Education》2022,47(2):327-346
Innovative Higher Education - One way that university mathematics departments across the United States are making efforts to improve their introductory mathematics courses is by implementing or... 相似文献
96.
This study examined the nature and frequency of error in high school native English speaker (L1) and English learner (L2) writing. Four main research questions were addressed: Are there significant differences in students’ error rates in English language arts (ELA) and social studies? Do the most common errors made by students differ in ELA and social studies? Are there significant differences in the error rates between L1 and L2 students in ELA? Do L1 and L2 students differ in how frequently they make the most common errors in ELA? Written work of 10th and 12th grade students in five states was collected. The sample included 178 essays (120 in ELA and 58 in social studies) from 67 students (33 10th graders and 34 12th graders; 49 native English speaking students and 18 English learners). Results indicate that there were significant differences in the frequencies of errors between ELA and social studies, with higher error rates in social studies. In addition, L2 writers had significantly higher error rates than L1 writers in ELA. Aside from a few types of errors (spelling, capitalization, and some punctuation errors), most types of errors appear relatively infrequently in school-sponsored writing. Moreover, the eight most common errors accounted for a little more than half of all errors, and these did not differ significantly between ELA and social studies writing or between L1 and L2 writers. 相似文献
97.
Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of voters in the county voting in favor or Proposition 8, a state constitutional amendment banning gay marriage, under the assumption that opposition to gay marriage is an indicator of conservatism. We conducted a series of hierarchical regression analyses in which conservatism, ethnicity, free/reduced lunch, and suspension/expulsion were used to explain county rates of ED, intellectual disability, and learning disability identification. The model for county identification of ED accounted for 45% of the variance from county to county, with conservatism being the strongest predictor (β = ?0.78, p < 0.001). More conservative counties had lower rates of ED identification. Other variables may contribute to under-identification, but causal attributions associated with conservatism may play a significant role. 相似文献
98.
Olivia G. Holter Anisa N. Goforth Kristen Pyke Zachary R. Shindorf 《Journal of educational and psychological consultation》2020,30(3):255-284
ABSTRACTNative American youth face a number of challenges that affect their academic success and wellbeing. In schools, Native American youth are presented with textbooks that include stereotyped and distorted information about their peoples’ history. However, there is a gap in the literature showing whether these textbooks contain microaggressive statements. The current study is a qualitative inquiry into five Montana history that explores the following questions: The first, are there microaggressions in history textbooks used across Montana, and the second – if there are microaggressions, what are those themes? Results of this study indicate that these books included 96 microinvalidations, 54 microinsults, and 11 microassaults. The themes of these microaggressive statements expanded beyond Sanchez’s (2007) original themes. In turn, this study discusses the results from a perspective of White privilege, and how educational consultants can help combat this prejudice engrained in curriculum. 相似文献
99.
Morgan Chitiyo Elizabeth M. Hughes Darlington M. Changara George Chitiyo Kristen M. Montgomery 《International Journal of Inclusive Education》2017,21(1):48-62
Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development. 相似文献
100.
Kristen Intemann 《Science & Education》2008,17(10):1065-1079
Recent feminist philosophers of science have argued that feminist values can contribute to rational decisions about which
scientific theories to accept. On this view, increasing the number of feminist scientists is important for ensuring rational
and objective theory acceptance. The Underdetermination Thesis has played a key role in arguments for this view [Anderson
(1995) Hypatia 10(3), 50–84; Hankinson Nelson (1990) Who knows? From Quine to a feminist empiricism. Temple University Press, Philadelphia; Longino (1990) Science as social knowledge. Princeton University Press, Princeton; Longino (2002) The fate of knowledge. Princeton University Press, Princeton; Kourany (2003) Philosophy of Science 70, 1–14]. This thesis is alleged to open an argumentative “gap” between evidence and theory acceptance and provide a rationale
for filling the gap with feminist values. While I agree with the conclusion that feminist values can contribute to rational
decisions about which theories to accept, I argue that the Underdetermination Thesis cannot support this claim. First, using
earlier arguments [Laudan (1990) in: R. Giere (ed) Minnesota studies in the philosophy of science, vol 14, pp 267–297; Slezak (1991) International Studies in Philosophy of Science 5, 241–256; Pinnick (1994) Philosophy of Science 61, 664–657] I show that Underdetermination cannot, by itself, establish that feminist values should fill the gap in theory
acceptance. Secondly, I argue that the very use of the Underdetermination Thesis concedes that feminist values are extra-scientific,
a-rational, factors in theory acceptance. This concession denies feminists grounds to explain why their values contribute
to rational scientific reasoning. Finally, I propose two alternative ways to explain how feminist values can contribute to
rational theory acceptance that do not rely on Underdetermination.
相似文献
Kristen IntemannEmail: |