Texas Christian University

About: Texas Christian University is a education organization based out in Fort Worth, Texas, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 3245 authors who have published 8258 publications receiving 282216 citations. The organization is also known as: TCU & Texas Christian University, TCU.

Perceived job characteristics and job satisfaction: an examination of reciprocal causation

Abstract: The following four assumptions were tested (a) satisfaction with job/task events and perceptions of job challenge, autonomy, and importance are direct, reciprocal causes of each other; (b) job perceptions are also caused directly by situation attributes, although perceptual distortions resulting for individual dispositions must also be considered; (c) job satisfaction is also cognitively consistent with (i.e., caused by) individual dispositions, although these individual dispositions are generally different from those associated with job perceptions; and (d) individuals reply on job perceptions, and not situational attributes, for information in formulating job satisfaction attitudes. The assumptions are tested on a sample of nonsupervisory subjects (n= 642) from divergent work environments (e.g., production-lines and a computer software department). A nonrecursive, structural equation analysis, combined with tests of logical consistency, supported the assumptions above. The results were employed to recommend changes in current perspectives regarding perceptual/affective dichotomies and unidirectional causal models and moderator models that link job perceptions to job satisfaction.

The impact of general and carbon-related environmental knowledge on attitudes and behaviour of US consumers

Abstract: Global warming and carbon emissions have gained international attention. However, it would appear that consumers are still unclear about what it encompasses and how it relates to their individual behaviour. Using the Theory of Reasoned Action (TRA) as a guiding framework, this study presents a structural equation model that tests the relationships between carbon and environmental knowledge, environmental attitude and behaviour using a sample of US consumers. The findings of the research suggest that a positive relationship was found between general and carbon-specific knowledge, attitude towards the environment, and general and carbon-specific behaviours. Therefore, general and carbon-specific environmental behaviours are related and may be driven by general attitudes and knowledge (i.e. both carbon-specific and general environmental knowledge). The implications of the study would suggest that marketers, working in tandem with government policymakers, need to focus efforts on developing consumers' knowledge about specific sub-issues, such as global warming. However, additional research needs to be undertaken to develop marketing communication that accurately reflects the environmental impact of consumption behaviour, thereby allowing for considered consumption.

Chemical tagging with APOGEE: Discovery of a large population of N-rich stars in the inner Galaxy

Abstract: Alfred P. Sloan Foundation; National Science Foundation; US Department of Energy Office of Science; University of Arizona; Brazilian Participation Group; Brookhaven National Laboratory; University of Cambridge; Carnegie Mellon University; University of Florida; French Participation Group; German Participation Group; Harvard University; Instituto de Astrofisica de Canarias; Michigan State/Notre Dame/JINA Participation Group; Johns Hopkins University; Lawrence Berkeley National Laboratory; Max Planck Institute for Astrophysics; New Mexico State University; New York University; Ohio State University; Pennsylvania State University; University of Portsmouth; Princeton University; Spanish Participation Group; University of Tokyo; University of Utah; Vanderbilt University; University of Virginia; University of Washington; Yale University; Physics Frontier Center/Joint Institute or Nuclear Astrophysics (JINA) [PHY 14-30152]; Physics Frontier Center/JINA Center for the Evolution of the Elements (JINA-CEE) by the US National Science Foundation; US National Science Foundation; Spanish Ministry of Economy and Competitiveness [AYA2010-16717, AYA2013-42781P]; Spanish Ministry of Economy and Competitiveness (MINECO) [AYA2014-56359-P]; Australian Research Council through DECRA Fellowship [DE140100598]; Janos Bolyai Research Scholarship of the Hungarian Academy of Sciences; Ramon y Cajal fellowship [RYC-2013-14182]; MINECO [AYA-2014-58082-P]

Positive definite matrices and Sylvester's criterion

Abstract: (1991). Positive Definite Matrices and Sylvester's Criterion. The American Mathematical Monthly: Vol. 98, No. 1, pp. 44-46.

A Critical Analysis of Research on Reading Teacher Education.

Abstract: The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers' knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research. [Note: Victoria Risko discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts28688]. يقدم المؤلفون مراجعة ونقدا لـ82 اختبارا تجريبيا أجري في الولايات المتحدة بصدد تحضير الأساتذة لتعليم القراءة. وقد تم اختيار هذه الأبحاث من مجموعة تبلغ 298 بحث على أساس تصنيف مؤشرات جودة الأبحاث التي عملها المؤلفون. إذ توضح هذه المراجعة وبتطبيق تحليل نموذجي استقرائي على الدراسات الـ82 أن في السنوات الأخيرة حققت برامج تحضير الأساتذة لتعليم القراءة نجاحا نسبيا في تغيير معرفة الأساتذة المستقبلين ومعتقداتهم وعدد أقل من الدراسات يؤكد أن تحت ظروف معينة أثرت معرفة كيفية التعليم على الممارسة التعليمية الحقيقية. وكما ذكرت المراجعات السابقة، كان هنالك عدد ضئيل جدا من الدراسات التي اشتملت على إنتاج الطالب كمؤشر. وبالإضافة إلى ذلك تبين هذه المراجعة أن ممارسات التعليم الجامعي التي تفيد تطبيقات معرفة كيفية التعليم توفر شرحا وأمثلة مبينة وعروض الممارسات وفرصا للتدرب الموجه على التخطيطات التعليمية في مواقف تجريبية مع الطلاب. وتبني هذا التحليل على مراجعات الأبحاث التي تسعى لإغناء الأساتذة علما من خلال تحديد المساهمات والحدود لأبحاث تعليم الأساتذة القرائية وتقديم مقترحات للأبحاث المستقبلية. [Podcast: http:www.voiceofliteracy.orgposts28688]. 本文作者回顾和评论82个有关在美国阅读教师职前教育的实验研究。这82个研究是从一批为数289个有关研究中，根据本文作者所订定的研究质量指标挑选出来的。这82个研究，经归纳性研究典范分析法分析后的结果显示，近年来的职前教育课程在改变教师的学识和信念方面都相当成功，其中有少数研究更记录了在某种情况下，教学知识影响到真实的教育实践。正如以往的研究回顾所发现一样，很少研究会把学生成绩列为一种考量。此外,本回顾认为，有利于教学知识应用的大学教育实践，会提供明显的解说与事例、教学示范、以及在有学生的实习环境下，给予指导练习教学技巧的机会。本分析建基于较为一般性的教师教育研究回顾，从其中找出阅读教师教育研究的贡献与局限性，并提供将来在这方面研究的建议。 [Podcast: http:www.voiceofliteracy.orgposts28688]. Les auteurs procedent a une revue critique de 82 recherches conduites aux Etats-Unis sur la formation des maitres a l'enseignement de la lecture. Ces etudes ont ete choisies au sein d'un ensemble de 298 recherches, a partir d'un code d'indicateurs de qualite de recherche elabore par l'auteur. En effectuant une analyse inductive paradigmatique de ces 82 recherches, cette revue de question suggere qu'au cours des dernieres annees les programmes de formation des maitres en lecture ont eu un succes relatif pour ce qui est du changement des connaissances et des croyances des futurs maitres, mais que quelques etudes d'etudes montrent que dans certaines conditions les connaissances pedagogiques ont eu un effet sur les pratiques actuelles d'enseignement. Comme dans les etudes anterieures, tres peu d'etudes incluaient une evaluation des resultats des eleves. Cette revue de question suggere de plus que les pratiques d'enseignement universitaire qui beneficient d'applications des connaissances pedagogiques sont celles qui apportent des pratiques d'enseignement et des exemples, des demonstrations de pratiques, et d'occasions de pratique guidee de strategies d'enseignement en situation concrete avec les eleves. Cette analyse repose sur des revues de recherche plus generales sur la formation des maitres en identifiant les apports et les limites des recherches sur la formation des maitres en lecture et en fournissant des recommandations sur des recherches a effectuer. [Podcast: http:www.voiceofliteracy.orgposts28688]. Авторы предлагают обзор и критический анализ 82-х эмпирических исследований подготовки учителей чтения, проведенных в Соединенных Штатах. Эти исследования были выбраны из общей базы, состоявшей из 298 работ, на основании предложенной авторами кодировки индикаторов качества исследования. Применив индуктивный парадигматический анализ 82-х исследований, авторы обзора пришли к выводу, что в последние годы программы подготовки преподавателей чтения сравнительно успешно формируют и влияют на знания и установки будущих учителей. Небольшое количество изученных текстов свидетельствует о том, что при некоторых условиях педагогическое знание влияет на реальную практику обучения. Как и в предыдущих обзорах, отмечено очень мало исследований, использующих достижения учеников как критерий качества преподавания. Кроме того, в обзоре указывается, что университетские методы обучения, основанные на педагогических знаниях, всегда предлагают подробные объяснения и примеры, демонстрируют их практическое применение и дают студентам возможность пройти педагогическую практику в школах под руководством наставников. Данный анализ основан на более общих обзорах исследований, посвященных подготовке учителей, в нем освещены достоинства и ограничения исследований, связанных с подготовкой учителей чтения, и предлагаются рекомендации для будущих исследований. [Podcast: http:www.voiceofliteracy.orgposts28688]. Los autores proporcionan una revision y una critica de 82 investigaciones empiricas llevadas a cabo en los Estados Unidos sobre la preparacion de maestros para ensenar a leer. Estos estudios se escogieron de un total de 298 basados en un codigo, establecido por los autores, de indicadores de la calidad de investigacion. Poniendo en practica un analisis paradigmatico inductivo, este estudio sugiere que, en los ultimos anos, los programas para preparar a los maestros para ensenar lectura han tenido cierto exito en cambiar el conocimiento y las creencias de los presuntos maestros, y un numero menor de estudios documenta que, bajo ciertas condiciones, el conocimiento pedagogico influyo en la manera de ensenar. Como se ha visto en estudios anteriores, son pocos los que incluyen los logros academicos de los estudiantes como medida. Ademas, nuestro estudio sugiere que las practicas de ensenanza al nivel universitario que benefician la aplicacion de conocimiento pedagogico proveen ejemplos y explicaciones explicitas, demuestran las practicas, y ofrecen oportunidades para mejorar las destrezas de los futuros educadores en el aula. Este analisis va mas alla que otras revisiones mas generales sobre la investigacion de la ensenanza de maestros al identificar las contribuciones y limitaciones de dichas investigaciones pedagogicas en cuanto a los futuros maestros de lectura, y al proveer recomendaciones para hacer mas investigacion en el futuro. [Podcast: http:www.voiceofliteracy.orgposts28688].