To be Discontinued: A Virtual Reference Cautionary Tale     

Courtney L. Young 《The Reference Librarian》2013,54(2):175-176

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The Reading Habits of Superior College Students     

Ralph C. Preston  Edwin N. Tuft 《Journal of Experimental Education》2013,81(3):196-202

A structured team approach in learning introductory COBOL programming was empirically assessed with a sample of 215 undergraduate business administration majors. For each assigned program, students in the experimental group read and critiqued team members’ program listings. COBOL proficiency was measured by a final examination testing knowledge of language rules, ability to read a program, and the ability to write a program. Analysis of multiple covariance was used to statistically adjust test scores for age and conditional reasoning scores. For the program writing variable, a significant difference favoring the experimental group was found. The language rules variable showed no significant difference, while the reading variable did not satisfy the required assumptions of the proposed statistical model. However, the experimental group showed higher mean scores for both of these variables. The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop student proficiency in writing COBOL programs.  相似文献   

The Educational Whirl     

Rolland H. Upton  C. W. Roberts  Walter S. McColley  Robert B. Nixon  Effa E. Preston  Kermit Eby 《Clearing house (Menasha, Wis.)》2013,86(2):86-87

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The Educational Whirl     

Helen Halter  Grace Lawrence  Samuel Walker  Douglas S. Ward  Frederick Gordon Lyle  Effa E. Preston 《Clearing house (Menasha, Wis.)》2013,86(9):546-547

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The information needs of occupational therapy students: a case study          下载免费PDF全文

Jane Morgan‐Daniel  Hugh Preston 《Health information and libraries journal》2017,34(2):165-170

This article summarises a case study on the information needs of Masters level Occupational Therapy 5 (OT) students at one English university. A mixed methods questionnaire was used to explore motivators for information‐seeking, preferred information resources and barriers inhibiting the satisfaction of information needs. Thirteen recommendations for practice were formulated, focusing on how information professionals can best facilitate OT students’ learning and evidence‐based research skills in preparation for clinical practice. The study was completed by Jane Morgan‐Daniel, who received a Distinction for her work from Aberystwyth University, where she graduated with an MSC in Information and Library Studies in December 2016. She has written this article together with her dissertation supervisor, Hugh Preston. A. M.  相似文献   

The Grift of Death?: The Ethics of Murder Narratives     

Courtney Baker 《Parallax》2016,22(1):51-65

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《我是传奇》中的当家犬(英文)     

Courtney Morch 《海外英语》2008,(6):23-23

还记得《我是传奇》里面和威尔·史密斯并肩作战最后英勇献身的狗狗英雄吗?陪伴在英雄的旁边,跟他度过了许多个提心吊胆的日日夜夜,看着它,你会觉得它的眼睛像是会说话一样。如果说《我是传奇》是威尔·史密斯独挑大梁的话,那这只狗狗给电影至少增色一半以上。  相似文献   

The Relationship Between Maternal Beliefs and Behavior During Shared Reading     

Susan M. Meagher  David H. Arnold  Greta L. Doctoroff  Courtney N. Baker 《Early education and development》2008,19(1):138-160

The goal of the present study was to increase understanding of the connection between maternal beliefs and behavior during shared reading and to examine the relation of these maternal beliefs to children's reading engagement. The study included survey and observational data from an ethnically diverse sample of 50 mothers and their 5- to 6-year-old children. As predicted, mothers who believed that shared reading should involve learning showed more learning-focused behaviors. Similarly, the belief that reading should be fun predicted more positive interactions. Some relationships between beliefs and behavior were moderated by gender. For girls, higher maternal expectations for children's future reading grades were associated with better scaffolding, but this pattern was not found for boys. There was a positive relationship between mothers' belief that reading should be fun and their sons' engagement. No gender differences were found in maternal expectations and beliefs or in observed maternal learning-focused behaviors or positive support. However, girls were observed to be significantly more engaged during the reading interaction. These results point to the connections between maternal beliefs and behaviors during shared reading, as well as the need to consider child gender in understanding these connections.  相似文献   

The first APU primary maths survey: an appraisal     

Mike Preston 《Education 3-13》2013,41(2):35-40

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“TROUBLEMAKERS” AT THE BOARD OF EDUCATION: FACT OR FANTASY     

Preston R. Wilcox 《Equity & Excellence in Education》2013,46(3):47-53

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