@article{albrecht_kelly-thomas_osborne_ogbagaber_2011, title={The SUCCESS program for smoking cessation for pregnant women}, volume={40}, number={5}, journal={Journal of Obstetric, Gynecologic, and Neonatal Nursing}, author={Albrecht, S. and Kelly-Thomas, K. and Osborne, J. W. and Ogbagaber, S.}, year={2011}, pages={520–531} }
@article{osborne_jones_2011, title={identification with academics and motivation to achieve in school: how the structure of the self influences academic outcomes}, volume={23}, number={1}, journal={Educational Psychology Review}, author={Osborne, J. and Jones, B.}, year={2011}, pages={131–158} }
@article{blanchard_southerland_osborne_sampson_annetta_granger_2010, title={Is Inquiry Possible in Light of Accountability?: A Quantitative Comparison of the Relative Effectiveness of Guided Inquiry and Verification Laboratory Instruction}, volume={94}, ISSN={["1098-237X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77954745758&partnerID=MN8TOARS}, DOI={10.1002/sce.20390}, abstractNote={In this quantitative study, we compare the efficacy of Level 2, guided inquiry–based instruction to more traditional, verification laboratory instruction in supporting student performance on a standardized measure of knowledge of content, procedure, and nature of science. Our sample included 1,700 students placed in the classrooms of 12 middle school and 12 high school science teachers. The instruction for both groups included a week long, laboratory-based, forensics unit. Students were given pre-, post-, and delayed posttests, the results of which were analyzed through a Hierarchical Linear Model (HLM) using students' scores, teacher, level of school, Reformed Teaching Observation Protocol (RTOP) scores, and school socioeconomic status. Overall, compared to students in traditional sections, students who participated in an inquiry-based laboratory unit showed significantly higher posttest scores; had the higher scores, more growth, and long-term retention at both the high school and middle school levels, if their teacher had stronger implementation of inquiry methods (as measured by RTOP scores); and tended to have better outcomes than those who learned through traditional methods, regardless of level of poverty in the school. Our findings suggest that Level 2 inquiry can be an effective teaching approach to support student learning as measured through standardized assessments. © 2010 Wiley Periodicals, Inc. Sci Ed 94:577–616, 2010}, number={4}, journal={SCIENCE EDUCATION}, author={Blanchard, Margaret R. and Southerland, Sherry A. and Osborne, Jason W. and Sampson, Victor D. and Annetta, Leonard A. and Granger, Ellen M.}, year={2010}, month={Jul}, pages={577–616} }
@book{jason w. osborne_2008, title={Best practices in quantitative methods}, publisher={Los Angeles: Sage Publications}, author={Jason W. Osborne}, year={2008} }
@article{osborne_2008, title={Sweating the small stuff in educational psychology: how effect size and power reporting failed to change from 1969 to 1999, and what that means for the future of changing practices}, volume={28}, ISSN={["0144-3410"]}, DOI={10.1080/01443410701491718}, abstractNote={Methodologists have written for years about the importance of attending to important details in quantitative research, yet there has been little research investigating methodological practice in the social sciences. This study assessed the extent to which innovations and practices are adopted by researchers voluntarily. In particular, I use the case of power analysis and effect size reporting as the primary example, but I also examine other reporting behaviours. Results show that while observed power and effect sizes in the educational psychology literature tend to be strong, researchers do not seem eager to adopt practices such as reporting effect sizes and power, and neither do they tend to report their testing assumptions or the quality of their measurement. There is room for much improvement in how we attend to the basics of quantitative research, and it does not appear that persuasion and professional communication are effective in changing practice.}, number={2}, journal={EDUCATIONAL PSYCHOLOGY}, author={Osborne, Jason W.}, year={2008}, pages={151–160} }
@article{osborne_2007, title={Linking stereotype threat and anxiety}, volume={27}, ISSN={["1469-5820"]}, DOI={10.1080/01443410601069929}, abstractNote={Claude Steele’s stereotype threat hypothesis has attracted significant attention in recent years. This study tested one of the main tenets of his theory—that stereotype threat serves to increase individual anxiety levels, thus hurting performance—using real‐time measures of physiological arousal. Subjects were randomly assigned to either high or low stereotype threat conditions involving a challenging mathematics task while physiological measures of arousal were recorded. Results showed significant physiological reactance (skin conductance, skin temperature, blood pressure) as a function of a stereotype threat manipulation. These findings are consistent with the argument that stereotype threat manipulations either increase or decrease situational‐specific anxiety, and hold significant implications for thinking about fair assessment and testing practices in academic settings.}, number={1}, journal={EDUCATIONAL PSYCHOLOGY}, author={Osborne, Jason W.}, year={2007}, month={Feb}, pages={135–154} }
@article{osborne_2006, title={Power analysis for multivariate and repeated measurements designs via SPSS: Correction and extension of D'Amico, Neilands, and Zambarano (2001)}, volume={38}, number={2}, journal={Behavior Research Methods}, author={Osborne, J. W.}, year={2006}, pages={353–354} }
@article{nietfeld_cao_osborne_2005, title={Metacognitive monitoring accuracy and student performance in the postsecondary classroom}, volume={74}, number={1}, journal={Journal of Experimental Education}, author={Nietfeld, J. L. and Cao, L. and Osborne, J. W.}, year={2005}, pages={28-} }
@article{osborne_2004, title={Identification with academics and violence in schools}, volume={8}, DOI={10.1037/1089-2680.8.147}, number={3}, journal={Review of General Psychology}, author={Osborne, J. W.}, year={2004}, pages={147–162} }
@misc{albrecht_maloni_thomas_jones_halleran_osborne_2004, title={Smoking cessation counseling for pregnant women who smoke: Scientific basis for practice for AWHONN's SUCCESS project}, volume={33}, ISSN={["0884-2175"]}, DOI={10.1177/0884217504265353}, abstractNote={Objectives
To review the literature addressing smoking cessation in pregnant women. To develop the project protocol for the Association of Women's Health, Obstetric and Neonatal Nurse's (AWHONN) 6th research‐based practice project titled "Setting Universal Cessation Counseling, Education and Screening Standards (SUCCESS): Nursing Care of Pregnant Women Who Smoke." To evaluate the potential of systematic integration of this protocol in primary care settings in which women seek care at the preconception, pregnant, or postpartum stages. Literature Sources
Computerized searches in MEDLINE and CINAHL, as well as references cited in articles reviewed. Key concepts in the searches included low‐birth‐weight infants and effects of prenatal smoking on the infant and the effects of preconception and prenatal smoking cessation intervention on premature labor and birth weight. Literature Selection
Comprehensive articles, reports, and guidelines relevant to key concepts and published after 1964 with an emphasis on new findings from 1996 through 2002. Ninety‐eight citations were identified as useful to this review. Literature Synthesis
Tobacco use among pregnant women and children's exposure to tobacco use (secondhand smoke) are associated with pregnancy complications such as placental dysfunction (including previa or abruption), preterm labor, premature rupture of membranes, spontaneous abortions, and decreased birth weight and infant stature. Neonates and children who are exposed to secondhand smoke are at increased risk for developing otitis media, asthma, other respiratory disorders later in childhood; dying from sudden infant death syndrome; and learning disorders. The "5 A's" intervention and use of descriptive statements for smoking status assessment were synthesized into the SUCCESS project protocol for AWHONN's 6th research‐based practice project. Conclusions
The literature review generated evidence that brief, office‐based assessment, client‐specific tobacco counseling, skill development, and support programs serve as an effective practice guideline for clinicians. Implementation and evaluation of the guideline is under way at a total of 13 sites in the United States and Canada.}, number={3}, journal={JOGNN-JOURNAL OF OBSTETRIC GYNECOLOGIC AND NEONATAL NURSING}, author={Albrecht, SA and Maloni, JA and Thomas, KK and Jones, R and Halleran, J and Osborne, J}, year={2004}, pages={298–305} }
@article{overton_mckenzie_king_osborne_2002, title={Replication of the first step to success model: A multiple-case study of implementation effectiveness}, volume={28}, number={1}, journal={Behavioral Disorders}, author={Overton, S. and McKenzie, L. and King, K. and Osborne, J.}, year={2002}, pages={40–56} }