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Full-Text Articles in Education
Financial Planning For College: What Parents Do To Prepare, Catherine A. Manly, Ryan S. Wells
Financial Planning For College: What Parents Do To Prepare, Catherine A. Manly, Ryan S. Wells
Ryan S. Wells
This study explores reported parental financial college preparations and the amount parents have saved for college, with a goal of determining strategies used by different parents based on parental college aspirations and expectations for their child, as well as the highest reported parental and grandparental educational levels. Regression analysis indicates that parents' expectations, but not their aspirations, correspond to engagement in financial planning. Family education is strongly associated with taking some financial planning actions and the amount saved. The results may be helpful to those who are working to increase the effectiveness of disseminating college financial information to parents.
A Functional Difficulty And Functional Pain Instrument For Hip And Knee Osteoarthritis, Alan M. Jette, Christine M. Mcdonough, Pengsheng Ni, Stephen M. Haley, Ronald K. Hambleton, Sippy Olarsch, David J. Hunter, Young Jo Kim, David T. Felson
A Functional Difficulty And Functional Pain Instrument For Hip And Knee Osteoarthritis, Alan M. Jette, Christine M. Mcdonough, Pengsheng Ni, Stephen M. Haley, Ronald K. Hambleton, Sippy Olarsch, David J. Hunter, Young Jo Kim, David T. Felson
Ronald K. Hambleton
Introduction - The objectives of this study were to develop a functional outcome instrument for hip and knee osteoarthritis research (OA-FUNCTION-CAT) using item response theory (IRT) and computer adaptive test (CAT) methods and to assess its psychometric performance compared to the current standard in the field. Methods - We conducted an extensive literature review, focus groups, and cognitive testing to guide the construction of an item bank consisting of 125 functional activities commonly affected by hip and knee osteoarthritis. We recruited a convenience sample of 328 adults with confirmed hip and/or knee osteoarthritis. Subjects reported their degree of functional difficulty …
Stitching The Pieces Together To Reveal Generalised Patterns: Systematic Research Reviews, Secondary Re-Analyses, Case-To-Case Comparisons, And Meta-Syntheses Of Qualitative Research Studies, Gretchen Rossman, L. Yore, B. Hand, M. C. Shelley Ii
Stitching The Pieces Together To Reveal Generalised Patterns: Systematic Research Reviews, Secondary Re-Analyses, Case-To-Case Comparisons, And Meta-Syntheses Of Qualitative Research Studies, Gretchen Rossman, L. Yore, B. Hand, M. C. Shelley Ii
Gretchen Rossman
No abstract provided.
Conflicting Discourses In Language Teacher Education: Reclaiming Voice In The Struggle, Theresa Y. Austin
Conflicting Discourses In Language Teacher Education: Reclaiming Voice In The Struggle, Theresa Y. Austin
Theresa Y. Austin
According to the national study conducted by Cochran-Smith & Fries (2005), the majority of teacher candidates in the U.S. are White middle-class women. While those from the U.S. who become TESOL teachers are also primarily White middle-class women, given the global demand for English, there is also a sizable number of TESOL teachers from international backgrounds (Braine, 1999; Lurda, 2005). As the current population entering the profession of language-teacher education is now beginning to differ from those in the past because of this international component, this seems to be a particularly significant moment to examine what discourses are currently operational …
Collaborative Action Research: Building Authentic Literate Practices Into A Foreign Language Program, Theresa Y. Austin, Mark Blum
Collaborative Action Research: Building Authentic Literate Practices Into A Foreign Language Program, Theresa Y. Austin, Mark Blum
Theresa Y. Austin
Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.