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91.
92.
Laura Hubbs-Tait Melanie C. Page Erron L. Huey Huei-Juang Starost Anne McDonald Culp Rex E. Culp M. Elizabeth Harper 《Early childhood research quarterly》2006,21(4):491-506
We proposed a higher order latent construct of parenting young children, parenting quality. This higher-order latent construct comprises five component constructs: demographic protection, psychological distress, psychosocial maturity, moral and cognitive reflectivity, and parenting attitudes and beliefs. We evaluated this model with data provided by 199 mothers of 4-year-old children enrolled in Head Start. The model was confirmed with only one adjustment suggested by modification indices. Final RMSEA was .05, CFI .96, and NNFI .94, indicating good model fit. Results were interpreted as emphasizing the interdependence of psychological and environmental demands on parenting. Implications of the model for teachers, early interventionists, and public policy are discussed. 相似文献
93.
Christine M. Rubie-Davies Penelope W. St J. Watson Annaline Flint Lynda Garrett Lyn McDonald 《Educational Research and Evaluation》2018,24(3-5):221-240
ABSTRACTOver the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts. 相似文献
94.
Interparental conflict and child adjustment: testing the mediational role of appraisals in the cognitive-contextual framework 总被引:14,自引:0,他引:14
Children's appraisals of interparental conflict consistently have been associated with adjustment problems, but the processes that give rise to this association are not well understood. This paper proposes that appraisals of threat and self-blame mediate the association between children's reports of interparental conflict and internalizing problems, and tests this mediational hypothesis in two samples of children, one drawn from the community (317 ten- to fourteen-year-olds) and the other from battered women's shelters (145 ten- to twelve-year-olds). Results indicate that perceived threat mediates the association between interparental conflict and internalizing problems for boys and girls in both samples, and self-blame mediates this association for boys in both samples and girls in the shelter sample. Perceived threat and self-blame do not mediate links with externalizing problems, and there is no evidence of a moderating effect of appraisals on the association between conflict and child adjustment. Implications for understanding the mechanism by which exposure to interparental conflict could lead to child maladjustment are discussed. 相似文献
95.
SOCIAL CAPITAL, SOCIAL INCLUSION AND CHANGING SCHOOL CONTEXTS: A SCOTTISH PERSPECTIVE 总被引:1,自引:0,他引:1
James McGonigal Robert Doherty Julie Allan Sarah Mills Ralph Catts Morag Redford Andy McDonald Jane Mott Christine Buckley 《British Journal of Educational Studies》2007,55(1):77-94
ABSTRACT: This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth. 相似文献
96.
Geraldine McDonald 《The Australian Educational Researcher》2001,28(1):81-105
The education systems in the States and Territories of Australia are analyzed using age by grade (Year) tables produced by the Australian Bureau of Statistics from the 1 July returns from government and nongovernment schools. The demographic patterns of 8-year-olds at Year levels show that the system of promotion through school and the rates of retention in the early years differ by State and Territory. The factors producing these variations are explored. Indigenous/non-indigenous differences in school progress are uneven across States and Territories and there are small differences favoring girls. Policy implications for the findings are discussed. 相似文献
97.
Robert J. Engeszer William Olmstadt Jan Daley Monique Norfolk Kara Krekeler Monica Rogers Graham Colditz Victoria V. Anwuri Scott Morris Mychal Voorhees Brenda McDonald Jackie Bernstein Paul Schoening Lee Williams 《Journal of the Medical Library Association》2016,104(1):62-66
A partnership to improve access to health information via an urban public library system was established in St. Louis, Missouri, in 2011. A multiyear project was outlined that included an information needs assessment, a training class for public library staff, information kiosks at library branches for delivering printed consumer health materials, and a series of health-related programming. The partnership evolved to include social service and community organizations to carry out project goals and establish a sustainable program that met the health and wellness interests of the community. 相似文献
98.
McDonald John F. 《浙江大学学报(A卷英文版)》2004,5(5):499-508
The paper combines Tobin'sQ theory of real investment with the capital asset pricing model to produce a new and relatively simple procedure for the valuation of real assets using the income approach. Applications of the new method are provided. 相似文献
99.
James McDonald 《Computer Science Education》2013,23(1):55-71
The discipline of project management has been available for almost 40 years. This paper examines several factors that make the management of software development projects more difficult than the management of many other kinds of projects. These factors negatively impact the software project managers' success in estimation and scheduling, planning, responding to schedule and budget pressures, monitoring project status and managing the integration, and testing phases of the project. Techniques for addressing each of these difficulties are described, and topics that need to be incorporated into software project management courses to address these issues are outlined. 相似文献
100.
Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”
Aaron C. McDonald Rodney A. Green Anita Zacharias Laura Y. Whitburn Diane L. Hughes Meg Colasante Heath McGowan 《Anatomical sciences education》2021,14(1):43-51
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. 相似文献