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Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school.

Computers and Education

Vekiri I., Chronaki A..
UIID-AC: 35
2008;51:1392-1404. doi: 10.1016/j.compedu.2008.01.003.

In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about...

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Vekiri I., Chronaki A.. Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. 2008;51:1392-1404doi: 10.1016/j.compedu.2008.01.003.
Vekiri I., & Chronaki A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers and Education, 511392-1404. https://doi.org/10.1016/j.compedu.2008.01.003
Vekiri I., and Chronaki A.. "Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school." Computers and Education vol. 51 (2008): 1392-1404. doi: https://doi.org/10.1016/j.compedu.2008.01.003
Vekiri I., Chronaki A.. Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. 2008;51:1392-1404. doi: 10.1016/j.compedu.2008.01.003. UIID-AC: 35.
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A meta-analysis of single-subject-design intervention research for students with LD.

Journal of Learning Disabilities

Swanson H.L., Sachse-Lee C..
UIID-AC: 36
2000;33:114-136.

This article summarizes single-subject-design intervention studies that include students with learning disabilities. Effect sizes of 85 studies were analyzed across instructional domains (e.g., reading, mathematics); sample characteristics (e.g., age, intelligence); intervention parameters (e.g., number of instructional sessions, instructional components);...

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Swanson H.L., Sachse-Lee C.. A meta-analysis of single-subject-design intervention research for students with LD. 2000;33:114-136
Swanson H.L., & Sachse-Lee C. (2000). A meta-analysis of single-subject-design intervention research for students with LD. Journal of Learning Disabilities, 33114-136.
Swanson H.L., and Sachse-Lee C.. "A meta-analysis of single-subject-design intervention research for students with LD." Journal of Learning Disabilities vol. 33 (2000): 114-136.
Swanson H.L., Sachse-Lee C.. A meta-analysis of single-subject-design intervention research for students with LD. 2000;33:114-136. UIID-AC: 36.
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Promoting girls' interest and achievement in physics classes for beginners.

Learning and Instruction

Hoffmann L..
UIID-AC: 39
2002;12:447-465. doi: 10.1016/S0959-4752(01)00010-X.

Particularly in the so called "hard" science subjects the supposedly equal treatment offered by coeducation in schools proves to be, on closer inspection, an extremely subtle form of unequal treatment. The syllabus and the modes of behavior of both...

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Hoffmann L.. Promoting girls' interest and achievement in physics classes for beginners. 2002;12:447-465doi: 10.1016/S0959-4752(01)00010-X.
Hoffmann L. (2002). Promoting girls' interest and achievement in physics classes for beginners. Learning and Instruction, 12447-465. https://doi.org/10.1016/S0959-4752(01)00010-X
Hoffmann L.. "Promoting girls' interest and achievement in physics classes for beginners." Learning and Instruction vol. 12 (2002): 447-465. doi: https://doi.org/10.1016/S0959-4752(01)00010-X
Hoffmann L.. Promoting girls' interest and achievement in physics classes for beginners. 2002;12:447-465. doi: 10.1016/S0959-4752(01)00010-X. UIID-AC: 39.
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Estimating the impact of instructional practices on student achievement in science.

Journal of Research in Science Teaching

Von Secker C.E., Lissitz R.W..
UIID-AC: 47
1999;36:1110-1126.

This study used a hierarchical linear model (HLM) to estimate direct and indirect effects of instructional practices recommended by the National Science Education Standards on individual achievement. Three pedagogical reforms - namely, providing more opportunities for laboratory inquiry, increasing...

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Von Secker C.E., Lissitz R.W.. Estimating the impact of instructional practices on student achievement in science. 1999;36:1110-1126
Von Secker C.E., & Lissitz R.W. (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 361110-1126.
Von Secker C.E., and Lissitz R.W.. "Estimating the impact of instructional practices on student achievement in science." Journal of Research in Science Teaching vol. 36 (1999): 1110-1126.
Von Secker C.E., Lissitz R.W.. Estimating the impact of instructional practices on student achievement in science. 1999;36:1110-1126. UIID-AC: 47.
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School Mobility and Achievement: Longitudinal Findings from an Urban Cohort.

Journal of School Psychology

Reynolds A.J., Temple J.A..
UIID-AC: 56
1999;37:355-377.

This study investigated the effects of school mobility on reading and math achievement for 1,087 low-income Black children in the Chicago Longitudinal Study. Between kindergarten and seventh grade, 73% of the students changed schools at least once during elementary...

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Reynolds A.J., Temple J.A.. School Mobility and Achievement: Longitudinal Findings from an Urban Cohort. 1999;37:355-377
Reynolds A.J., & Temple J.A. (1999). School Mobility and Achievement: Longitudinal Findings from an Urban Cohort. Journal of School Psychology, 37355-377.
Reynolds A.J., and Temple J.A.. "School Mobility and Achievement: Longitudinal Findings from an Urban Cohort." Journal of School Psychology vol. 37 (1999): 355-377.
Reynolds A.J., Temple J.A.. School Mobility and Achievement: Longitudinal Findings from an Urban Cohort. 1999;37:355-377. UIID-AC: 56.
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Gender differences in the accuracy of grade expectancies and evaluations.

Sex Roles

Beyer S..
UIID-AC: 61
1999;41:279-296. doi: 10.1023/A:1018810430105.

Participants were 131 (69 women, 62 men) students in Introductory Psychology, Social Psychology, and Computer Science courses. Eighty-six percent of the sample was Caucasian. The goals of this study were to assess (a) how accurate students' preexamination expectancies and...

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Beyer S.. Gender differences in the accuracy of grade expectancies and evaluations. 1999;41:279-296doi: 10.1023/A:1018810430105.
Beyer S. (1999). Gender differences in the accuracy of grade expectancies and evaluations. Sex Roles, 41279-296. https://doi.org/10.1023/A:1018810430105
Beyer S.. "Gender differences in the accuracy of grade expectancies and evaluations." Sex Roles vol. 41 (1999): 279-296. doi: https://doi.org/10.1023/A:1018810430105
Beyer S.. Gender differences in the accuracy of grade expectancies and evaluations. 1999;41:279-296. doi: 10.1023/A:1018810430105. UIID-AC: 61.
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Factors influencing students’ choices of primary care or other specialties.

Academic Medicine

Osborn E.H.S..
UIID-AC: 62
1993;68:572-574.

Background. Because of the marked decline in the numbers of U.S. medical school graduates entering the primary care fields of internal medicine, pediatrics, and family medicine, medical educators are increasingly interested in determining the factors that influence students’ choices...

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Osborn E.H.S.. Factors influencing students’ choices of primary care or other specialties. 1993;68:572-574
Osborn E.H.S. (1993). Factors influencing students’ choices of primary care or other specialties. Academic Medicine, 68572-574.
Osborn E.H.S.. "Factors influencing students’ choices of primary care or other specialties." Academic Medicine vol. 68 (1993): 572-574.
Osborn E.H.S.. Factors influencing students’ choices of primary care or other specialties. 1993;68:572-574. UIID-AC: 62.
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Educational programs in US Medical Schools 1999-2000.

Journal of the American Medical Association

Barzansky B., Jonas H.S., Etzel S.I..
UIID-AC: 66
2000;284:1114-1120.

We used data from the 1999-2000 Liaison Committee on Medical Education Annual Medical School Questionnaire, which had a 100% response rate, and other sources to describe the status of medical education programs in the United States. In 1999-2000, the...

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Barzansky B., Jonas H.S., Etzel S.I.. Educational programs in US Medical Schools 1999-2000. 2000;284:1114-1120
Barzansky B., Jonas H.S., & Etzel S.I. (2000). Educational programs in US Medical Schools 1999-2000. Journal of the American Medical Association, 2841114-1120.
Barzansky B., et al. "Educational programs in US Medical Schools 1999-2000." Journal of the American Medical Association vol. 284 (2000): 1114-1120.
Barzansky B., Jonas H.S., Etzel S.I.. Educational programs in US Medical Schools 1999-2000. 2000;284:1114-1120. UIID-AC: 66.
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Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs.

Academic Medicine

McGuire L.K., Bergen M.R., Polan M.L..
UIID-AC: 68
2004;79:319-325. doi: 10.1097/00001888-200404000-00007.

Purpose. The percentage of women faculty at the professor level has remained at approximately 11%. The medical community could benefit from knowing what is required to attract, retain, and advance women in the academy. Method. The Committee on Women...

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McGuire L.K., Bergen M.R., Polan M.L.. Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs. 2004;79:319-325doi: 10.1097/00001888-200404000-00007.
McGuire L.K., Bergen M.R., & Polan M.L. (2004). Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs. Academic Medicine, 79319-325. https://doi.org/10.1097/00001888-200404000-00007
McGuire L.K., et al. "Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs." Academic Medicine vol. 79 (2004): 319-325. doi: https://doi.org/10.1097/00001888-200404000-00007
McGuire L.K., Bergen M.R., Polan M.L.. Career Advancement for Women Faculty in a U.S. School of Medicine: Perceived Needs. 2004;79:319-325. doi: 10.1097/00001888-200404000-00007. UIID-AC: 68.
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Educational Expectations and School Achievement of Urban African American Children.

Journal of School Psychology

Reynolds A.J., Gill S..
UIID-AC: 78
1999;37:403-424.

The mechanisms used to convey parents' and teachers' educational expectations for the academic achievement of low-income African American children were explored using data from the Chicago Longitudinal Study. A total of 712 children were studied. A model of mediated...

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Reynolds A.J., Gill S.. Educational Expectations and School Achievement of Urban African American Children. 1999;37:403-424
Reynolds A.J., & Gill S. (1999). Educational Expectations and School Achievement of Urban African American Children. Journal of School Psychology, 37403-424.
Reynolds A.J., and Gill S.. "Educational Expectations and School Achievement of Urban African American Children." Journal of School Psychology vol. 37 (1999): 403-424.
Reynolds A.J., Gill S.. Educational Expectations and School Achievement of Urban African American Children. 1999;37:403-424. UIID-AC: 78.
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Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college.

Research in Higher Education

Hurtado S., Cabrera N.L., Espinosa L.L., Han J.C., Sáenz V.B., Cerna O.S..
UIID-AC: 81
2007;48:841-887. doi: 10.1007/s11162-007-9051-x.

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful...

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Hurtado S., Cabrera N.L., Espinosa L.L., et al. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 2007;48:841-887doi: 10.1007/s11162-007-9051-x.
Hurtado S., Cabrera N.L., Espinosa L.L., Han J.C., Sáenz V.B., & Cerna O.S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. Research in Higher Education, 48841-887. https://doi.org/10.1007/s11162-007-9051-x
Hurtado S., et al. "Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college." Research in Higher Education vol. 48 (2007): 841-887. doi: https://doi.org/10.1007/s11162-007-9051-x
Hurtado S., Cabrera N.L., Espinosa L.L., Han J.C., Sáenz V.B., Cerna O.S.. Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. 2007;48:841-887. doi: 10.1007/s11162-007-9051-x. UIID-AC: 81.
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Effect of instructions on spatial visualisation ability in civil engineering students.

International Education Journal

Alias M., Black T.R., Gray D.E..
UIID-AC: 89
2002;3:1-12.

The aim of this study was to test whether manipulative and sketching activities could influence spatial visualisation ability in engineering students. A pre- and post-test quasi-experimental design was employed using two intact classes of civil engineering students from Malaysian...

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Alias M., Black T.R., Gray D.E.. Effect of instructions on spatial visualisation ability in civil engineering students. 2002;3:1-12
Alias M., Black T.R., & Gray D.E. (2002). Effect of instructions on spatial visualisation ability in civil engineering students. International Education Journal, 31-12.
Alias M., et al. "Effect of instructions on spatial visualisation ability in civil engineering students." International Education Journal vol. 3 (2002): 1-12.
Alias M., Black T.R., Gray D.E.. Effect of instructions on spatial visualisation ability in civil engineering students. 2002;3:1-12. UIID-AC: 89.
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Showing 25 to 36 of 109 entries