Editor’s note     

Beth Luey 《Publishing Research Quarterly》1989,5(1):3-3

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The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities     

Michael L. Wehmeyer  Deanna J. Sands  Beth Doll  Susan Palmer 《International Journal of Disability, Development & Education》1997,44(4):305-328

Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.  相似文献   

3. Memories of anna gillingham: A human being like the rest of us     

Beth H. Slingerland 《Annals of dyslexia》1974,24(1):55-62

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Editor’s note     

Beth Luey 《Publishing Research Quarterly》1994,10(3):3-3

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Reference Librarians at the Reference Desk in a Learning Commons: A Mixed Methods Evaluation     

Elizabeth B. Fitzpatrick  Anne C. Moore  Beth W. Lang 《The Journal of Academic Librarianship》2008,34(3):231-238

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Designing a Path to an Economically,Socially and Environmentally Sustainable Plan for Accessible Storage at Winterthur Museum,Garden and Library     

Joelle D. J. Wickens  Beth J. Parker Miller  John W. Castle  Linda Eaton 《文物保护研究》2018,63(5):438-440

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An associative analysis of instrumental biconditional discrimination learning     

Ruth M. Colwill  Beth A. Delamater 《Learning & behavior》1995,23(2):218-233

Three different techniques were employed to analyze the associative structures mediating performance on an instrumental biconditional discrimination. In all three experiments, rats were trained concurrently on two tasks in which different stimuli signaled which one of two responses would be followed by reward. In each task, one response was rewarded in one stimulus and the other response was rewarded in the other stimulus. Correct responses earned pellets in one task and sucrose in the other task. The transfer procedure was used in Experiment 1A to identify whether or not an association developed between a biconditional discriminative stimulus and its instrumental outcome. Evidence was obtained that a biconditional cue elevated preferentially a new response trained with the same outcome. Experiments 1B and 3 examined the potential contribution of this stimulus-outcome association to biconditional performance by training the biconditional cues as signals (S-s) for the nonreinforcement of a different response. There was no evidence that this operation interfered with the ability of a biconditional cue to control performance of its correct response. In Experiments 1B and 2, the value of the instrumental outcome was reduced in an attempt to assess the contribution of stimulus-response associations to performance on the biconditional discrimination. The results of Experiments 1B and 2 reveal that correct responses were depressed following devaluation of the outcome used to train them, suggesting that learning about the response-outcome relation occurs. The implications of these results for binary and hierarchical models of instrumental learning are discussed.  相似文献   

A Trajectory for Community Networks   总被引：1，自引：0，他引：1  

John M. Carroll  Mary Beth Rosson 《The Information Society》2003,19(5):381-393

We argue that the World Wide Web, network communities, and computer-supported cooperative work have transformed the context for community networks, occasioning a reconstruction of the concept. We analyze features of proximate communities and use these as a basis for examining the design rationale for current implementations of community networks. In particular, we highlight multiple roles and relationships, social and material reciprocity, personal and institutional visibility and accountability, personal and collective efficacy, community-based institutions, and place. We use the analysis to identify directions for further study and development of community networking.  相似文献   

Making the Move to Online Teaching: One Reluctant Professor’s Informal Self-Study     

Beth?HurstEmail author 《TechTrends》2014,59(6):35-40

In my search for my identity as an online teacher, I did an informal self-study to determine if my online classes are equivalent to my face-toface classes. I compared student work and student evaluations from 14 courses: seven online and seven face-to-face. When I compared the quality of student work from both formats, I found it indistinguishable. When I compared the type of comments on student evaluations, they were indistinguishable as well. There seemed to be no discernible difference between me as a face-toface teacher and me as an online teacher. Based on the students’ perceptions and coursework, their learning and enjoyment of learning did not seem to be tied to whether I was in the room with them or not.  相似文献   

Enhancing School-Based Mental Health Services With a Preventive and Promotive Approach to Universal Screening for Complete Mental Health     

Erin Dowdy  Michael Furlong  Tara C. Raines  Bibliana Bovery  Beth Kauffman  Randy W. Kamphaus 《Journal of educational and psychological consultation》2015,25(2-3):178-197

Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.  相似文献