Dame Mary Scharlieb OBE, 1845–1930     

Linda Parr 《Health information and libraries journal》1984,1(4):224-225

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Understanding literacy as our WORLD inheritance: Re-visioning literacy discourse and its implications for teaching practice     

Michelann Parr  Terry A. Campbell 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,44(1):557-574

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Towards more precise design guidance: specifying and testing the functions of assigned student roles in online discussions     

Alyssa Friend Wise  Marzieh Saghafian  Poornima Padmanabhan 《Educational technology research and development : ETR & D》2012,60(1):55-82

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An observational study of mother-infant interaction in abusing families     

Clare A. Hyman  Robert Parr  Kevin Browne 《Child abuse & neglect》1979,3(1):241-246

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Exercise during the childbearing year     

Hammer RL  Perkins J  Parr R 《The Journal of perinatal education》2000,9(1):1-14

Many women wish to continue to pursue an active lifestyle during pregnancy, while the pregnancy itself may provide the motivation for other more sedentary women to begin an exercise program for the sake of improved health/fitness. Also, female competitive athletes, upon becoming pregnant, may wish to continue sports performance and require careful monitoring to assure maternal-fetal safety. This review is designed to assist the perinatal educator who is in the position to advise the pregnant patient on the risks and benefits of physical activity during the childbearing year and provide suggestions for developing individualized exercise programs.  相似文献   

Starburst: a new graphical interface to support purposeful attention to others’ posts in online discussions     

Farshid Marbouti  Alyssa Friend Wise 《Educational technology research and development : ETR & D》2016,64(1):87-113

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Practices of effective writing teachers     

Murray Gadd  Judy M. Parr 《Reading and writing》2017,30(7):1551-1574

This study analyses the practices of nine New Zealand teachers of upper primary and middle-school students (N = 210) whose classes had consistently shown gains in writing far greater than normative expectations. Data from observations of three writing lessons and related interviews with each teacher, plus interviews with three focus students after each lesson, were considered in relation to learner gains in writing. To analyse these data, a content analysis matrix was constructed from selected writing research literature, yielding eight dimensions of effective practice: expectations; learning goals; learning tasks; direct instruction; responding to learners; motivation and challenge; organisation and management; and self-regulation. Instructional moves associated with each were defined. There was a significant association between three dimensions (learning tasks, direct instruction and self-regulation) and learner gains. Analysis also indicated that these effective teachers of writing employed an interconnected range of instructional moves in a strategic and flexible way. Instructional actions and activities are particularly effective if regarded as purposeful by learners and if they include meaningful opportunities for learner involvement. The findings detail strategies for generating higher than anticipated gains by learners.  相似文献   

Beginning Reading and Sending Books Home to Read: a case for some fine tuning[1]     

Stuart McNaughton  J. Parr  H. Timperley  V. Robinson 《教育心理学》1992,12(3-4):239-247

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Measures of Political Talk Frequency: Assessing Reliability and Meaning     

Alyssa C. Morey  William P. Eveland Jr. 《Communication methods and measures》2016,10(1):51-68

Although many insights about political conversation have been gleaned from survey data, researchers have yet to engage in serious and intense scrutiny of the measures used to assess political discussion habits. Analyzing three types of data (two three-wave panel studies, social network data from 25 intact groups, and a cognitive interview), this paper examines the reliability of (and meaning ascribed to) self-reported political discussion frequency measures. Results of Study 1 and Study 2 suggest that self-report measures of political discussion exhibit strong internal consistency at a given time point, but substandard reliability within individuals over time and between members of a dyad. Study 3 demonstrates substantial variability in survey respondents’ definitions of political discussion, with more expansive definitions of politics related to higher reports of political discussion frequency. Directions for future research to enhance understanding and improve the reliability of political discussion measures are addressed.  相似文献   

College Students’ Appreciative Attitudes Toward Atheists     

Nicholas A. Bowman  Alyssa N. Rockenbach  Matthew J. Mayhew  Tiffani A. Riggers-Piehl  Tara D. Hudson 《Research in higher education》2017,58(1):98-118

Atheists are often marginalized in discussions of religious and spiritual pluralism on college campuses and beyond. As with other minority worldview groups, atheists face challenges with hostile campus climates and misunderstanding of their views. The present study used a large, multi-institutional sample to explore predictors of non-atheist college students’ appreciative attitudes toward atheists. Substantial differences were found across identities; secular and spiritual worldview groups hold the most positive views, whereas Christians and Muslims have the most negative attitudes. Interactions with worldview diversity—but not general religious/spiritual engagement—consistently predict more positive attitudes, and these relationships sometimes vary based on students’ own worldviews. These results suggest that colleges and universities can create more inclusive environments for atheists, who constitute a sizable minority group on today’s college campuses.  相似文献