Results 1 to 10 of about 397 (74)

Bayesian Time-Series Models in Single Case Experimental Designs: A Tutorial for Trauma Researchers. [PDF]

J Trauma Stress, 2020
Abstract Single‐case experimental designs (SCEDs) involve obtaining repeated measures from one or a few participants before, during, and, sometimes, after treatment implementation. Because they are cost‐, time‐, and resource‐efficient and can provide robust causal evidence for more large‐scale research, SCEDs are gaining popularity in trauma treatment ...
Natesan Batley P, Contractor AA, Caldas SV.   +2 more
europepmc   +2 more sources

The Rhetoric of Disenchantment: Ghost Belief and Secular Critique in Early Twentieth-Century China. [PDF]

Cogn Sci
Abstract This study presents the first large‐scale empirical analysis of how ghosts and spirits were debated during China's early twentieth‐century secular transformation. Using a novel dataset of over 2000 digitized texts—including newspapers, periodicals, and essays from 1890 to 1949—we combine close reading, AI‐assisted annotation, and statistical ...
Hong Z, Chen Y.
europepmc   +2 more sources

內部行銷、教學信念與教學效能之研究 -教師專業發展之中介角色 A Study of Internal Marketing, Teaching Belief, and Teaching Effectiveness - The Mediating Role of Professional Development [PDF]

Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2023
關於探討教師專業能力發展對於教學效能之影響，以往研究較少同時整合外在因素與內在因素；本研究採取行銷導向的觀點，將教師視為學校組織的內部顧客，整合內部行銷策略為外在因素、教學信念為內在因素，以探討內部行銷、教學信念、教師專業發展與教學效能之關係。本研究以國民中學332位教師為研究對象進行實證問卷調查，資料分析方法為結構方程模式。研究結論發現：內部行銷與教學信念對於教師專業發展有顯著正向的影響；教師專業發展對教學效能有顯著正向的影響；並且更進一步驗證教師專業發展的中介效果 ...
黃靖文 Jing-Wen Huang , 張韶蘭 Shao-Lan Chang, 康永昌 Yung-Chang Kang   +2 more
doaj   +1 more source

國中教師人格特質對教學效能影響之研究：以工作壓力為中 介變項 Relationship between Teachers’ Personality Traits and Teaching Efficacy in Junior High Schools: Using work stress as a mediator

Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2021
本研究旨在探討國中教師人格特質、工作壓力與教學效能之關係，以彰化縣 341 位國中教師為研究對象，以「人格特質量表」、「工作壓力量表」與「教學效能量表」為研究工具，並使用結構方程模式進行分析。本研究結果如下：（一）國中教師人格特質、工作壓力與教學效能之模式獲得支持。（二）工作壓力在情緒穩定性人格特質與教學效能之間具有部分中介效果：教師的情緒穩定性人格特質可以直接負向預測工作壓力與直接正向預測教學效能，亦能透過工作壓力間接預測教學效能。（三）工作壓力在經驗開放性人格特質與教學效能之間具有部分中介效果 ...
趙驛 Yi Chao, 龔心怡 Hsin-Yi Kung
doaj   +1 more source

學生學習投入、好奇心、教師集體層級變項與科學探究能力的關係：跨層級調節式中介效果之探討 Relationship Among Engagement and Curiosity of Individual Level Variables of Students, Group Level Variables of Teachers, and Scientific Inquiry Abilities: Conference of Cross-Level Moderated Mediation

Journal of Research in Education Sciences, 2021
本研究目的在探討以個體層級之學習投入、好奇心與教師集體層級變項（包括科學探究教學信念、非科學探究教學信念、教師專業社群支持、創新教學支持、教學經驗）為自變項，探討兩者對學生科學探究能力的影響，並檢驗教師集體層級變項是否透過學生層級變項的中介對學生科學探究能力產生跨層級調節式中介效果的影響與教師集體層級變項之跨層級調節效果。本研究透過對32所國高中、494位教師、1,926位學生的調查，使用階層線性模式（Hierarchical Linear Modeling, HLM）分析變項間的關係。研究結果發現如下：
林小慧 Hsiao-Hui Lin, 郭哲宇 Che-Yu Kuo, 吳心楷 Hsin-Kai Wu   +2 more
doaj   +1 more source

幼兒園教學領導的實踐：教師社群與教學效能的交互影響 The Practice of Instructional Leadership in the Kindergartensthe Interaction Between the Teachers’ Learning Community and the Teaching Effectiveness

Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2021
本研究旨在了解幼兒園教師知覺園長（園主任）教學領導、教師專業學習社群與教師教學效能的現況以及探討三者之間的關係。研究方法為文獻分析與問卷調查法，研究對象為臺灣地區公立幼兒園教保服務人員，共發出 996 份問卷，回收率 84%，有效樣本共630 份。問卷回收後分別以驗證性因素分析、描述統計、積差相關，以及結構方程模式等統計方法進行分析。研究結果顯示，幼兒園教師知覺園長（園主任）教學領導、教師專業學習社群與教師教學效能的現況良好，三者之間具有相關性，且影響關係模式適配度良好。本研究發現園長（園主任）教學領導、
謝傳崇 Chuan-Chung Hsieh, 柳喬馨 Chiao-Hsin Liu, 李勁霆 Ching-Tin Lee   +2 more
doaj   +1 more source

WhatsApp supervision for a lay‐led Islamic trauma‐focused intervention in Somaliland: Qualitative content analysis

Journal of Traumatic Stress, Volume 36, Issue 1, Page 59-70, February 2023., 2023
Abstract Clinical supervision is critical for the uptake of psychotherapy but difficult to facilitate in countries with limited providers, resources, and internet infrastructure. Innovative supervision approaches are needed to increase access to mental health treatments in low‐to‐middle income countries (LMICs).
Alexandra B. Klein, Mumin H. Egeh, Alexandra R. Bowling, Ash Holloway, Ayaan Abdillahi Ali, Zeinab Adam Abdillahi, Mohamed Ahmed Abdi, Salma Hassan Ibrahim, Khadar Hindi Bootan, Hibaaq Isse Ibrahim, Aden Mohamed Ali, Abdirahman Muse Tubeec, Michael L. Dolezal, Dega A. Angula, Jacob A. Bentley, Norah C. Feeny, Lori A. Zoellner   +16 more
wiley   +1 more source

Training future generations to deliver evidence‐based conservation and ecosystem management

Ecological Solutions and Evidence, Volume 2, Issue 1, January–March 2021., 2021
To be effective, the next generation of conservation practitioners and managers need to be critical thinkers and understand how to make evidence‐based decisions. As educators, we should make these a core part of what we teach to prepare our students to make an effective contribution to conservation practice.
Harriet Downey, Tatsuya Amano, Marc Cadotte, Carly N. Cook, Steven J. Cooke, Neal R. Haddaway, Julia P. G. Jones, Nick Littlewood, Jessica C. Walsh, Mark I. Abrahams, Gilbert Adum, Munemitsu Akasaka, Jose A. Alves, Rachael E. Antwis, Eduardo C. Arellano, Jan Axmacher, Holly Barclay, Lesley Batty, Ana Benítez‐López, Joseph R. Bennett, Maureen J. Berg, Sandro Bertolino, Duan Biggs, Friederike C. Bolam, Tim Bray, Barry W. Brook, Joseph W. Bull, Zuzana Burivalova, Mar Cabeza, Alienor L. M. Chauvenet, Alec P. Christie, Lorna Cole, Alison J. Cotton, Sam Cotton, Sara A. O. Cousins, Dylan Craven, Will Cresswell, Jeremy J. Cusack, Sarah E. Dalrymple, Zoe G. Davies, Anita Diaz, Jennifer A. Dodd, Adam Felton, Erica Fleishman, Charlie J. Gardner, Ruth Garside, Arash Ghoddousi, James J. Gilroy, David A. Gill, Jennifer A. Gill, Louise Glew, Matthew J. Grainger, Amelia A. Grass, Stephanie Greshon, Jamie Gundry, Tom Hart, Charlotte R. Hopkins, Caroline Howe, Arlyne Johnson, Kelly W. Jones, Neil R. Jordan, Taku Kadoya, Daphne Kerhoas, Julia Koricheva, Tien Ming Lee, Szabolcs Lengyel, Stuart W. Livingstone, Ashley Lyons, Gráinne McCabe, Jonathan Millett, Chloë Montes Strevens, Adam Moolna, Hannah L. Mossman, Nibedita Mukherjee, Andrés Muñoz‐Sáez, Nuno Negrões, Olivia Norfolk, Takeshi Osawa, Sarah Papworth, Kirsty J. Park, Jérôme Pellet, Andrea D. Phillott, Joshua M. Plotnik, Dolly Priatna, Alejandra G. Ramos, Nicola Randall, Rob M. Richards, Euan G. Ritchie, David L. Roberts, Ricardo Rocha, Jon Paul Rodríguez, Roy Sanderson, Takehiro Sasaki, Sini Savilaakso, Carl Sayer, Cagan Sekercioglu, Masayuki Senzaki, Grania Smith, Robert J. Smith, Masashi Soga, Carl D. Soulsbury, Mark D. Steer, Gavin Stewart, E. F. Strange, Andrew J. Suggitt, Ralph R. J. Thompson, Stewart Thompson, Ian Thornhill, R. J. Trevelyan, Hope O. Usieta, Oscar Venter, Amanda D. Webber, Rachel L. White, Mark J. Whittingham, Andrew Wilby, Richard W. Yarnell, Veronica Zamora‐Gutierrez, William J. Sutherland   +117 more
wiley   +1 more source

為何教師專業發展活動不有效？TALIS 2018臺灣國中教師調查結果之 羅吉斯驗證 Why Are Teacher Professional Development Activities Ineffective? An Investigation of the Results of the TALIS 2018 Survey of Taiwan Junior High School Teachers

Journal of Research in Education Sciences, 2022
臺灣於2018年參加經濟合作暨發展組織（Organisation for Economic Co-operation and Development, OECD）舉辦之「教學與學習國際調查」（Teaching and Learning International Survey, TALIS），國中教師在專業發展「對教學產生正面影響之活動特性」（即有效教師專業 發展）中，「提供後續活動」、「學校多數同事參加」、「有較長的舉辦時間」調查結果都偏低， 與學界主張有效專業發展的研究結果背道而馳 ...
黃嘉莉 Jia-Li Huang
doaj   +1 more source

國小教師教學效能自評之研究 A Study of Self-Assessment in Teaching Effectiveness of Elementary School Teachers

Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2015
本研究旨在調查國小教師教學效能之現況，並分析不同背景變項對國小教師教學效能之影響。研究採文獻分析、問卷調查與訪談等研究方法。問卷調查以新北市國民小學教師為主要研究對象，計抽取68 所國小、1026 位教師為調查研究對象。並選取國小教師9 人為訪談對象。調查問卷所得資料應用套裝軟體進行分析，另以訪談 作更深入探討。根據研究結果分析與討論，獲以下結論：壹、新北市國小教師教學效能良好，尤其在「教室管理」方面表現最佳， 而在「教學效果」方面得分最低。貳、國小教師之教學效能因不同教師個人背景變項而有差異 ...
鍾榮進 Jung-Chin Chung
doaj   +1 more source