The Nebraska Educator, Volume 1: 2014 (complete issue)
01 Jan 2014-
TL;DR: Findings indicated that the left-behind children were more likely to report higher scores on depressive symptoms indices than children from intact families and children reporting more positive parenting practices also tended to have fewer depressive symptoms.
Abstract: Estimates indicate that about 70 million children in China have been left behind in their hometowns by one or both parents as their parents migrate to other places for work opportunities. However, the potential impact of parental migration on the emotional well-being of left-behind children is still unclear. The purpose of this study was to examine depression levels in Chinese left-behind children and to identify potential risk factors contributing to depressive symptoms in this population. Using a nationally-representative, stratified sample from the China Family Panel Studies (CFPS) database (3019 children, ages 10-15), an HLM model was applied at 1) the child level measuring the influence of family structure and individual-level parenting practices, and 2) the county level estimating the effects of rural vs. urban differences and county-level parenting practices. Cross-level effects between child factors and county factors were also examined. The depressive symptoms were measured by the Center for Epidemiologic Studies Depression (CESD, Radloff, 1977). Findings indicated that the left-behind children were more likely to report higher scores on depressive symptoms indices than children from intact families. Children reporting more positive parenting practices also tended to have fewer depressive symptoms. The effect of family structures on children’s depressive symptoms depended on the county-level parental behaviors. Implications for schools and parenting practices were discussed.
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Journal Article•
TL;DR: One of the books that can be recommended for new readers is experience and education as mentioned in this paper, which is not kind of difficult book to read and can be read and understand by the new readers.
Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.
5,478 citations
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.
4,931 citations
TL;DR: My thesis was Gaussian Sampling in Lattice-Based Cryptography, which used algorithmic, statistical and algebraic tools to make lattice-based cryptography more practical and also worked on efficient implementations of it.
Abstract: My work includes writing cryptographic specifications for Thales products , providing assistance to development teams, technology watch, writing scientific reports to external clients, and operational software development. The title of my thesis was \" Gaussian Sampling in Lattice-Based Cryptography \" , and I was directed by Vadim Lyubashevsky (ÉNS) and Sylvain Lachartre (Thales). I used algorithmic, statistical and algebraic tools to make lattice-based cryptography more practical and also worked on efficient implementations of it. I developped and qualified a cryptographic library, directed by Sylvain Lachartre and Olivier Orcière. I worked on improving the polynomial selection for the NFS sieve, directed by Paul Zimmermann. My work was integrated in the CADO-NFS project and led to the publication of a research article. I studied elliptic curves and their applications in cryptography, directed by Marc Hindry.
578 citations
04 Mar 2014
TL;DR: Teaching has often been thought of as a creative performance as mentioned in this paper, and it has become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers, which is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration.
Abstract: Teaching has often been thought of as a creative performance. Although comparisons with performance were originally intended to emphasize teacher creativity, they have become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers. Scripted instruction is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration. To provide insight into these methods, the “teaching as performance” metaphor must be modified: Teaching is improvisational performance. Conceiving of teaching as improvisation highlights the collaborative and emergent nature of effective classroom practice, helps us to understand how curriculum materials relate to classroom practice, and shows why teaching is a creative art.
551 citations
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Book•
01 Oct 1984
TL;DR: In this article, buku ini mencakup lebih dari 50 studi kasus, memberikan perhatian untuk analisis kuantitatif, membahas lebah lengkap penggunaan desain metode campuran penelitian, and termasuk wawasan metodologi baru.
Abstract: Buku ini menyediakan sebuah portal lengkap untuk dunia penelitian studi kasus, buku ini menawarkan cakupan yang luas dari desain dan penggunaan metode studi kasus sebagai alat penelitian yang valid. Dalam buku ini mencakup lebih dari 50 studi kasus, memberikan perhatian untuk analisis kuantitatif, membahas lebih lengkap penggunaan desain metode campuran penelitian, dan termasuk wawasan metodologi baru.
78,012 citations
Book•
01 Jan 1991
TL;DR: In this article, the authors reviewed the literature and conduct ethical studies in social research and the politics of social research in the context of qualitative and quantitative data collection and analysis, and concluded that the need for qualitative and quantitative data is critical for social science research.
Abstract: IN THIS SECTION: 1.) BRIEF 2.) COMPREHENSIVE BRIEF TABLE OF CONTENTS Part I Foundations Chapter 1 Why Do Research? Chapter 2 What Are the Major Types of Social Research? Chapter 3 Theory and Research Chapter 4 The Meanings of Methodology Chapter 5 How to Review the Literature and Conduct Ethical Studies Part II Planning and Preparation Chapter 6 Strategies of Research Design Chapter 7 Qualitative and Quantitative Measurement Chapter 8 Qualitative and Quantitative Sampling Part III Quantitative Data Collection and Analysis Chapter 9 Experimental Research Chapter 10 Survey Research Chapter 11 Nonreactive Research and Secondary Analysis Chapter 12 Analysis of Quantitative Data Part IV Qualitative Data Collection and Analysis Chapter 13 Field Research and Focus Group Research Chapter 14 Historical-Comparative Research Chapter 15 Analysis of Qualitative Data Part V Communicating with Others Chapter 16 Writing the Research Report and the Politics of Social Research COMPREHENSIVE TABLE OF CONTENTS Part I Foundations Chapter 1 Why Do Research? Alternatives to Social Science Research What Research Involves: A Scientific Approach Varieties of Social Research Steps in the Research Process Why Learn How to Conduct Social Research Chapter 2 What Are the Major Types of Social Research? Use and Audience of Research Purpose of Research Within or Across Case Single or Multiple Points in Time Data Collection Techniques Chapter 3 Theory and Research What Is Theory? Social Theory versus Ideology The Parts of Theory Chapter 4 The Meanings of Methodology Philosophical Foundations The Three Approaches Positivist Social Science Interpretative Social Science Critical Social Science Feminist and Postmodern Research Chapter 5 How to Review the Literature and Conduct Ethical Studies The Literature Review Ethics in Social Research Part II Planning and Preparation Chapter 6 Strategies of Research Design Triangulation Qualitative and Quantitative Orientations Toward Research Qualitative Design Issues Quantitative Design Issues Chapter 7 Qualitative and Quantitative Measurement The Need for Measurement Quanitative and Qualtitative Measurement The Measurement Process Reliability and Validity A Guide to Quantitative Measurement Scales and Indexes Chapter 8 Qualitative and Quantitative Sampling Reasons for Sampling Sampling Strategies Part III Quantitative Data Collection and Analysis Chapter 9 Experimental Research Appropriate Technique A Short History of the Experiment Random Assignment Experimental Design Logic Internal and External Validity Practical Considerations Results of Experimental Research: Making Comparisons A Word on Ethics Chapter 10 Survey Research A History of Survey Research The Logic of Survey Research Construction of the Questionnaire Types of Surveys: Advantages and Disadvantages Survey Interviewing The Ethical Survey Chapter 11 Nonreactive Research and Secondary Analysis Nonreactive Measurement Content Analysis Existing Statistics/Documents and Secondary Analysis Secondary Analysis of Survey Data Issues of Inference and Theory Testing Ethical Concerns Chapter 12 Analysis of Quantitative Data Dealing with Data Results with One Variable Results with Two Variables More than Two Variables Inferential Statistics Part IV Qualitative Data Collection and Analysis Chapter 13 Field Research and Focus Group Research Understanding Field Research The Field Research Interview Data Quality Ethical Dilemmas of Field Research Focus Group Research Chapter 14 Historical-Comparative Research A Short History of Historical-Comparative Research Research Questions Appropriate for Historical-Comparative Research The Logic of Historical-Comparative Research Steps in Conducting a Historical-Comparative Research Project Data and Evidence in Historical Context Comparative Research Equivalence in Historical-Comparative Research Ethics Chapter 15 Analysis of Qualitative Data Comparison of Methods of Data Analysis Coding and Concept Formation Analytic Strategies for Qualitative Data Other Techniques Part V Communicating with Others Chapter 16 Writing the Research Report and the Politics of Social Research The Research Report The Politics of Social Research Objectivity and Value Freedom Appendix: Table of Randomly Selected Five Digit Numbers Bibliography Name Index Subject Index
18,682 citations
01 Jan 2009
TL;DR: This Discussion focuses on the design of the methodology section of a Qualitative Research Study, which involves mining data from Documents and Artifacts and dealing with Validity, Reliability, and Ethics.
16,091 citations
"The Nebraska Educator, Volume 1: 20..." refers background in this paper
...This provided a balanced and equal value to each participant perspective (Merriam, 2009)....
[...]
...To protect the integrity of this study, it is important to recognize my position and to utilize reflexivity to reflect critically on my roles (Merriam, 2009)....
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TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Abstract: Este articulo fue un discurso presidencial en la reunion de America Educational Research Association de Chicago el ano 1985. -- Curioso sobre el por que el publico a menudo tiene una baja opinion sobre el conocimiento de los profesores, Shulman observa la historia de evaluaciones docentes. En la segunda mitad del 1800, las evaluaciones para quienes deseaban ensenar se basaban casi por completo en contenido. Para el ano en que el autor escribe el articulo, en 1985, la evaluacion era completamente distinta. En lugar de enfocarse en contenido, se enfocaba en topicos como planificacion de clases, sensibilizacion cultural, y otros aspectos de la conducta docente. Mientras los topicos usualmente tenian raices en la investigacion, claramente no representan el amplio espectro de habilidades y conocimientos que un docente necesita para ser efectivo. Mas especificamente, para los anos 80', la evaluacion docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preocupaba por la pedagogia.
15,740 citations
Book•
12 Jul 2001
TL;DR: In this article, the authors present an introduction to the process of conducting research, including the steps in the procedure of identifying a research problem, defining a purpose and research questions or hypotheses, and analyzing and interpreting quantitative data.
Abstract: Part I: AN INTRODUCTION TO EDUCATIONAL RESEARCH. 1. The Process of Conducting Research. 2. Quantitative and Qualitative Approaches. Part II: THE STEPS IN THE PROCESS OF RESEARCH. 3. Identifying a Research Problem. 4. Reviewing the Literature. 5. Specifying a Purpose and Research Questions or Hypotheses. 6. Collecting Quantitative Data. 7. Analyzing and Interpreting Quantitative Data. 8. Collecting Qualitative Data. 9. Analyzing and Interpreting Qualitative Data. 10. Reporting and Evaluating Research. Part III: RESEARCH DESIGNS. 11. Experimental Designs. 12. Correlational Designs. 13. Survey Designs. 14. Grounded Theory Designs. 15. Ethnographic Designs. 16. Narrative Research Designs. 17. Mixed Methods Designs. 18. Action Research Designs. Appendix A: Answers to the Chapter Study Questions. Appendix B: Determine Size Using Sample Size Tables. Appendix C: Non-Normal Distribution. Appendix D: Strategies for Defending a Research Proposal. Glossary. References. Author Index. Subject Index.
13,492 citations