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61.
M. Najeeb Shafiq Jessica Mason Taylor Seybolt Kristin DeLuca 《Peabody Journal of Education》2014,89(1):141-158
We investigate the nature of protests by students (age 18 and older) in Algeria, Jordan, Morocco, and Yemen by using subsamples of students from nationally representative and acclaimed public opinion data (the 2006–07 Arab Barometer). We find between 22.1% (Jordan) and 54.7% (Yemen) participated in either the signing of petitions, or marching in street protests, or both between the years 2003–07. To explain student protest participation, we draw from the political economy literature to test four grievance-based hypotheses that link protest to student perceptions on the performance of the economy, personal family socioeconomic status, political exclusion, and preference for democracy. Ordered probit regression analyses indicate that students protest for different reasons in the four countries. We find statistical evidence that student protests are associated with grievances about the economy (Algeria and Morocco) and lack of democracy (Algeria only). Joint hypothesis tests reveal that the four grievances jointly matter in Algeria, Morocco, and Yemen but not Jordan. 相似文献
62.
Anna-Lena Preßler Tanja Könen Marcus Hasselhorn Kristin Krajewski 《Reading and writing》2014,27(2):383-406
The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset of formal education, whereas reading as well as spelling achievement was measured at the end of grade 1. The findings indicate that working memory does contribute to the prediction of early reading and spelling, and that this contribution outperforms that of general intelligence and phonological recoding from long-term memory during the early steps of reading and spelling acquisition. Moreover, the results show that phonological awareness mediates the effects of working memory capacities on early literacy outcomes. The role of working memory and phonological awareness as key cognitive preconditions of early reading and spelling are discussed. 相似文献
63.
We report on the establishment of communities of practice at four Australian institutions and evaluate their effectiveness and durability as a means of building staff and institutional capacity for interdisciplinary teaching. A community of practice approach is a potentially valuable methodology for overcoming dynamics of fragmentation, isolation and competition within universities. The communities we established were anchored by a shared focus on the topic of climate change and they worked collaboratively to build relationships of trust and reciprocity between teachers in a wide range of disciplines. The aim of each community was to improve the teaching of climate change through enabling members to integrate diverse disciplinary perspectives, to teach collaboratively, to promote innovation through exchange and to demonstrate leadership within their institutions. The key factors that made our communities effective and durable are: (1) designation of two leadership roles, activator and facilitator, (2) provision for institutional autonomy in domesticating the model to fit local circumstances and (3) a pragmatic emphasis on opportunities for teaching innovation and leadership within existing administrative structures, teaching programs and workloads. We conclude that suitably designed and resourced communities of practice are a viable means of improving interdisciplinary teaching of complex problems by facilitating both staff development and institutional learning. 相似文献
64.
Kristin Anthony 《College & Undergraduate Libraries》2013,20(1):79-92
While academic librarians have always sought to create the best services for college faculty and students, the increasingly self-defined “teacher-librarian” needs more than ever to promote positive relationships and collaboration with classroom faculty. Based on a review of library literature, this article explores the nature of several disconnects between librarians and college or university faculty and examines the ways in which library outreach to faculty in its various forms seeks to bridge those gaps. The author maintains that library outreach addresses the issues between librarians and may result in higher levels of advocacy, collaboration, and collegiality. 相似文献
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66.
Kristin E. Martin Judith Dzierba Lynnette Fields Sandra K. Roe 《Cataloging & classification quarterly》2013,51(5):361-386
In 2009, the Consortium of Academic and Research Libraries in Illinois (CARLI) charged a task force to update and revise recommendations that address cataloging practice and catalog access to electronic resources for libraries participating in the I-Share union catalog. This article presents the results of a survey and recommendations developed by the 2009 Task Force that cover all types of e-resources. Issues covered include: single or separate records for electronic and print versions of a title; the use of aggregator-neutral and provider neutral records; the construction and placement of the Uniform Resource Locator (URL) and notes; and the use of vendor records. 相似文献
67.
Laurie Davis Kristin Morrison Xiaojing Kong Yuanyuan McBride 《Educational Measurement》2017,36(3):35-45
The use of tablets for large‐scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between tablets and computers with high school students to compare score distributions across devices for reading, math, and science and to evaluate device effects for gender and ethnicity subgroups. Results indicated no significant differences between tablets and computers for math and science. For reading, a small device effect favoring tablets was found for the middle to lower part of the score distribution. This effect seemed to be driven by increases in performance for male students when testing on tablets. No interactions of device with ethnicity were observed. Consistent with previous research, this study provides additional evidence for a relatively high degree of comparability between tablets and computers. 相似文献
68.
Assessment items are commonly field tested prior to operational use to observe statistical item properties such as difficulty. Item parameter estimates from field testing may be used to assign scores via pre-equating or computer adaptive designs. This study examined differences between item difficulty estimates based on field test and operational data and the relationship of such differences to item position changes and student proficiency estimates. Item position effects were observed for 20 assessments, with items in later positions tending to be more difficult. Moreover, field test estimates of item difficulty were biased slightly upward, which may indicate examinee knowledge of which items were being field tested. Nevertheless, errors in field test item difficulty estimates had negligible impacts on student proficiency estimates for most assessments. Caution is still warranted when using field test statistics for scoring, and testing programs should conduct investigations to determine whether the effects on scoring are inconsequential. 相似文献
69.
Self‐Compassion Among College Counseling Center Clients: An Examination of Clinical Norms and Group Differences 下载免费PDF全文
Allison J. Lockard Jeffrey A. Hayes Kristin Neff Benjamin D. Locke 《Journal of College Counseling》2014,17(3):249-259
There has been growing interest in the mental health benefits of self‐compassion. This study was designed to establish norms on the Self‐Compassion Scale–Short Form, a popular measure of self‐compassion for individuals seeking counseling, and to examine group differences in self‐compassion based on gender, race/ethnicity, sexual orientation, previous counseling, and psychiatric medication use. Data for this study were collected through the Center for Collegiate Mental Health, a practice‐research network of more than 240 college and university counseling centers. 相似文献
70.