Sentences with phrase «studies content measure»

Not exact matches

Studies show that 54 percent of marketers think «producing engaging content» is their biggest hurdle; 49 percent say the greatest obstacle is measuring effectiveness, and 50 percent struggle to generate fresh content on a consistent basis.

A study published in the International Journal of Food Sciences and Nutrition measured the nutritional content of broccoli by calculating the amount of vitamin C in organic, conventional, and seasonally grown broccoli.

In this study, there were 3 univariate time series that were analyzed separately: 2 nutritional content measures (MAR and ED) and 1 lunch participation measure.

As noted above, included studies were very varied in setting, population group studied, content, timing and intensity of the intervention, whether it was proactively offered to women or available only if they asked for it, the standard care available, staff training programmes, and the type and timing of the outcomes measured.

Despite careful measures to maximise content validity and consistency, it inevitably involves subjective judgements, both in the selection and weighting of items, and their application to appraise published studies of place of birth.

«They provide an evaluation of student mastery of content and skills in various courses of study, serve as a tool for measuring the degree to which students are on track to graduate high school college - and career - ready, and help shape future instruction.»

They also studied the sand in the nest sites and in two control sites per nest, measuring its temperature, pH, conductivity, moisture content and grain size.

For starters, the participants» sodium consumption was gauged by measuring the sodium content of their urine over just one 24 - hour period at the beginning of the study.

In honor of Chinese New Year (of the dragon), today's NutritionFacts.org video - of - the - day Dragon's Blood wraps up a ten - part series based on a groundbreaking study that measured the total Antioxidant Content of 3,139 foods, beverages, herbs, and spices.

That set of limitations is actually quite good — it just clarifies that the study only looked at rice consumption in a given population without specifically measuring the arsenic content in the rice consumed.

Studies we have read that warn of high mercury content only measured mercury — nothing else.

Additionally, although changes in liver triglycerides usually aren't measured in keto and low - carb studies in overweight and obese people, significant loss of visceral fat and decreased insulin resistance are often seen, suggesting reduction in liver fat content.

Every day during the course of the study, various health markers, such as liver fat content and beta - cell function, were measured.

In a 2013 study published by Rui Hai Liu titled Dietary Bioactive Compounds and Their Health Implications, we are presented with another measure of bioactivity in the form of total phenolic content in common fruits and vegetables.

Other studies that measured actual frequency, volume and gas content of flatulence, in larger controlled study groups, show that flatulence is correlated to fibre intake.

Recent studies have measured the total phenolic content, total flavonoid content, and anthocyanin content of raspberries harvested at varying stages of ripeness (from 50 % to 100 % maturity) and greatest overall antioxidant benefits were associated with full ripeness of the berries.

In this long - term follow - up study, sugar intake from sweet food / beverages, which are consistently high in sugar content, has been used as the exposure measure.

By contrast, an initial study of the consortia by CRESST in 2013 shows promising results for the consortia's ability to measure students» ability «mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.»

Achievement tests, in contrast, measure specific knowledge and skills in particular content areas such as science, math, English, and social studies.

Students must also take and pass a content specialty test, which measures their knowledge in a specific content area like math, social studies or science.

Achievement Test: A standardized test (usually multiple choice) that measures content - area knowledge (e.g., science, math, English, and social studies) and academic skills.

This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem - based learning approach or traditional instruction.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

The researcher also prioritizes studies focused on the dominant content area measures (e.g. fluency for reading; number sense for math).

Although the results are considered promising, the sample size of the study was small (58 students), and no standardized measures of vocabulary or content learning were administered.

These measures may include test scores of various kinds, with greater weight placed on those that are the most direct measures of the content being studied and on those that are most appropriate for the students in the classroom.

In a study conducted by researchers Hart and Risley, they found that the children who received exposure to more words and affirming content had larger vocabularies and more sophisticated verbal and literacy skills as measured by third grade tests.

This study examined the degree to which PARCC and the international assessments measure the same or similar content.

From the results of the studies mentioned above, we might at first conclude that value - added on one test is a poor measure of a teacher's effectiveness at teaching the content and skill measured by other tests.

Using the Tailored Design survey methodology (Dillman, 2007), this study examines a national sample of 596 K - 12 online teachers and measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas.

Like others with similar findings, Bowen and colleagues speculate that, beyond measuring content mastery, grades «reveal qualities of motivation and perseverance — as well as the presence of good study habits and time management skills» and «often reflect the ability to accept criticism and benefit from it and the capacity to take a reasonably good piece of one's work and reject it as not good enough» (p. 124).

An 18 - week, cluster - randomized study was conducted to estimate effects measured by normative - referenced reading comprehension and vocabulary measures and researcher - and district - developed measures of social studies vocabulary and content.

In the study titled «Different Tests, Different Answers: The Stability of Teacher Value - Added Estimates Across Outcome Measures» published in 2009 by the 3rd best and most reputable peer - reviewed journal, American Educational Research Journal, Papay presents evidence that different yet similar tests (i.e., similar on content, and similar on when the tests were administered to similar sets of students) do not provide similar answers about teachers» value - added performance.

«When we measure globally and deep enough, we see a steady rise in the earth's heat content, consistent with the expected greenhouse gas - driven imbalance in our planet's radiation budget,» said study co-author Susan Wijffels of Australian research agency the Commonwealth Scientific and Industrial Research Organization (CSIRO).

In this study emissions were measured for flex - fuel vehicle using different ethanol content fuels (E10, E85, E100).

In a study published in Nature a couple years ago, scientists investigated how this works by measuring the cyanide content in the bamboo shoots they fed to 20 giant pandas.

These appendices include: Problem Set Answers Additional Practice with Fractions and Percents Common Pharmacy Abbreviations and Acronyms Measures and Conversions The Study Partner CD supports student learning with: Chapter Terms and Flash Cards that help students learn key terminology Matching Activities that provide students with a fun, interactive way to learn chapter content Quizzes that test students» understanding of important chapter concepts in both Practice and Reported modes A link to the Internet Resource Center that provides in - depth reference information and additional resources New chapter features include: Timely Topics cover important issues and initiatives to heighten students» awareness of the developing technology, trends, and policies impacting their field.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Knowledge about smoking health risks was measured with a 20 - item multiple - choice measure developed for the current study and based on the content of the smoking health risk messages.

Two reviewers will independently assess the suitability of the preference - based instruments for measuring outcomes in palliative care using the ISOQOL, minimum standards for patient - reported outcome measures (conceptual and measurement model, reliability, content validity, construct validity, responsiveness, interpretability of scores, translation of measure, patient and investigator burden), 43 and the CREATE checklist (descriptive system, health states values, sampling, preference data collection, study sample, modelling, scoring algorithm).44 The ISOQOL minimum standards were chosen as these standards were developed from a systematic review of published and unpublished guidance on patient - reported outcome measures, including the COnsensus - based Standards for the selection of health Measurement Instruments (COSMIN).46 To the authors» knowledge, the CREATE checklist is the only published guidance on what key components should be reported in a valuation study.44 Information on how the contents of the instruments were developed, psychometric properties and valuation will be used to assess the suitability of the instruments for the palliative setting; instruments will be scored on whether the domains or dimensions were developed using input from informal caregivers of people receiving palliative care (yes / no) and whether each of the reporting checklist items has been evaluated for this population (if yes, then a score of one will be allocated) and a total score calculated.

Additionally, this study measured general conflict and did not assess the content of the family's fights.

Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state - adopted content standards in language arts, mathematics, science, and social studies.