Possession and structure in the novels of Alan Garner     

Gillies  Carolyn 《Children‘s Literature in Education》1975,6(3):107-117

Children's Literature in Education -  相似文献   

The Educational System of Maoist China and Hopper's Typology     

Carolyn Mannion 《Compare》1977,7(2):139-151

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Information value of feedback with preschool children     

Carolyn Stern  Joyce Teager 《Educational technology research and development : ETR & D》1968,16(4):426-430

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Reviews     

Alan Chalmers  Lloyd Ackert  Pnina Abir-Am  Maria Trochatos  Carolyn R. Miller  Nicolas Rasmussen  Roy Macleod  Ingo Brigandt  Lorna Barrow  Ian Maclean  Elof Axel Carlson  Susan E. Cozzens  Cindy Klestinec  Patricia O'Grady  Alison Bashford  Jim Endersby  Jonathan Simon  David Mercer  David Oldroyd  Suzanne Verderber  Peter Slezak  Rachel Cooper  Patricia Fara  Ravi Arvind Palat  Peder Anker  Bernhard Fritscher  David Branagan 《Metascience》2002,11(3):329-429

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Learning from Writing in College Biology     

Norris A. Armstrong  Carolyn S. Wallace  Shu-Mei Chang 《Research in Science Education》2008,38(4):483-499

This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a college level introductory biology class and the types of metacognition employed by students while writing. Comparison of a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing arguments had the potential to foster learning through forward and backward search strategies. However, few of the students took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be explicitly taught when and how to use different metacognitive strategies.  相似文献   

A National Survey of School Counselor Preparation Programs: Screening Methods,Faculty Experiences,Curricular Content,and Fieldwork Requirements     

Rachelle Prusse  Gary E. Goodnough  Carolyn J. Noël 《Counselor Education & Supervision》2001,40(4):252-262

This article describes the results of a national survey regarding the preparation of entry‐level school counseling students. The questionnaire asked counselor educators about credit hours, screening methods, previous faculty experiences in a school setting, course content, and fieldwork requirements. Survey results revealed similarities and differences among school counselor preparation programs.  相似文献   

Assessing the impact of information services in a regionalized health-care organization     

Medernach C  Franko J 《Health information and libraries journal》2007,24(Z1):46-56

Objectives: Assessment of the usage of medical library services before and after the implementation of several new services, as well as assessment of the clinical impact of the information provided by the medical library. Methods: A sample of employees, residents and physicians were surveyed using a stratified, random selection process in two surveys 4 years apart. The response rate for the first survey was 52% and the response rate for the second survey was 35.2%. Results: Differences in usage included increased overall use of the librarians and library services, decreased use of the Internet as a source of information, and direct and indirect impacts upon patient care. Information needs of respondents also increased to where 65% of employees and 94% of physicians require information at least once a week. Patient management was the main reason for needing information. The top two specific uses were to find out about a condition and determine a treatment plan. Conclusions: These findings parallel some of the findings of other researchers, and contradict the findings of others. Possible explanations for these findings and implications for future research are discussed.  相似文献   

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program     

Joni M. Lakin  Carolyn S. Wallace 《Journal of Science Teacher Education》2015,26(2):139-162

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More? Great? Childcare? A discourse analysis of two recent social policy documents relating to the care and education of young children in England     

Mary Wild  Carolyn Silberfeld  Beverley Nightingale 《International Journal of Early Years Education》2015,23(3):230-244

This paper considers the overt and covert discourses in two contemporary policy documents in England and Wales, The Nutbrown Review: Foundations for Quality ([DfE] Department for Education Department for Education. 2012. ‘The Nutbrown Review: Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications.' DFE-00068 2012. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf.) and More Great Childcare (MGC) ([DfE] Department for Education. 2013. ‘More Great Childcare: Raising Quality and Giving Parents More Choice.' DFE-00002-2013. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219660/More_20Great_20Childcare_20v2.pdf.), which advocated a number of significant changes to Early Years provision. It employs Critical Discourse Analysis (CDA) to ask questions about relationships between language and society, specifically how these are managed in policy documents. Drawing on Foucauldian analysis on the power behind the words and utilising [Fairclough, N. 2010. Critical Discourse Analysis: The Critical Study of Language. Harlow: Pearson Education Ltd.] CDA, indications of underlying values and assumptions, overt and covert agendas were explored. Findings suggest a significant shift in concepts of quality, professionalism and childcare that positions the child as an investment in the future as a strong feature of the discourse within MGC as well as an increase in top-down frameworks. Both documents assert that quality and professionalism will only occur with top-down regulation and inspection. They propose a consumer market based model of practice that has implications for professionalism of the workforce and quality of children's experiences.  相似文献   

An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention     

Denton CA  Cirino PT  Barth AE  Romain M  Vaughn S  Wexler J  Francis DJ  Fletcher JM 《Journal of research on educational effectiveness》2011,4(3):208-230

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.  相似文献