The peritextual literacy framework: Using the functions of peritext to support critical thinking     

Melissa Gross  Don Latham 《Library & information science research》2017,39(2):116-123

The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production.  相似文献   

Differences in science students' view of ideal and actual role behavior according to success and gender     

Don Kauchak  Ken Peterson 《科学教学研究杂志》1983,20(6):565-570

Information about how success and gender affect students' views of ideal and actual classroom role behavior can help both researchers and teachers better understand classroom components such as achievement and curriculum. A 20-item double Q sort was used to measure differences in perceptions of high school science students according to letter grades and gender. Individual Q sort item rankings of 160 students were tested for significant differences according to letter grade received; item ratings were compared according to gender for 215 students. Differences in perception according to success were found for both ideal and actual behavior; 8 and 5 items, respectively, out of each 20-item sort were found to be significant at the p = < 0.05 level. No such overall patterns of difference in view were found between boys and girls, although three ideal student items and one actual self-report item were found to be significantly different at the p = < 0.05 level.  相似文献   

The student departure puzzle: do some faculties and programs have answers?   总被引：1，自引：1，他引：0  

P.A. Danaher  Don Bowser 《高等教育研究与发展》2008,27(3):271-280

University attrition prevention strategies are typically generic, centrally managed, whole of university strategies that have emerged from an examination of whole of university attrition data. This paper takes an intra‐organisational comparative approach, through the examination of faculty and program attrition rates of students who joined an Australian university in the first term of 2004. The faculty with the highest attrition had a rate two‐and‐a‐half times that of the faculty with the lowest rate, and in programs with 40 or more students enrolled the program with the highest attrition had a rate over five times that of the program with the lowest rate. The paper identifies five practical implications of these findings and concludes that investigating the causes of these differences will help in understanding student attrition. It also suggests that universities wishing to reduce student attrition may benefit from adopting integrated and situated strategies that take into account faculty and program differences.  相似文献   

Prepracticum Service‐Learning: Examining the Relationship With Counselor Self‐Efficacy and Anxiety     

Phillip W. Barbee  David Scherer  Don C. Combs 《Counselor Education & Supervision》2003,43(2):108-119

Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students.  相似文献   

Google Pack: BETA and Better     

Don E. Descy 《TechTrends》2006,50(6):3-4

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Empowering Adolescent Readers: Intertextuality in Three Novels by David Almond     

Don Latham 《Children‘s Literature in Education》2008,39(3):213-226

In Skellig, Kit’s Wilderness, and Clay, David Almond employs various types of intertextuality to enrich his narratives. Through the use of allusion, adaptation, collage, and mise-en-abyme, he encourages his adolescent readers to seek out precursor texts and to consider the interrelationships between these texts and his own. By so doing, he demonstrates the respect he has for his readers and empowers them to become active makers of meaning.

Don LathamEmail:

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Play power     

Sharron Werlin Krull  Norma Don 《Early Childhood Education Journal》1989,16(4):40-41

These games are excerpted from Play Poweravailable from Play Power Publishing, P.O. Box 2186, Orinda, CA 94563.  相似文献   

The virtual lecture hall: utilisation, effectiveness and student perceptions     

Kenneth M. Cramer  Kandice R. Collins  Don Snider  Graham Fawcett 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(1):106-115

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高校教师心理健康的维护   总被引：15，自引：0，他引：15  

董振娟 《继续教育研究》2003,(2):104-106

高校教师的素质水平对学生的发展起着决定性的作用，教师的心理状况影响着学生心理的发展。因此，教师心理健康的维护是高校心理健康工作的基础。要维护教师的心理健康，就要明确他们的心理问题及其成因，由此找出解决的途径。本主要从社会、学校、个人三个角度分析引发教师心理问题的因素，并从中探寻维护教师心理健康的方法。  相似文献   

Self‐help in research and development relating to assessment: a case study     

Mantz Yorke  Peter Evanson  Chris Haines  Don Jenkins  Peter Knight 《Assessment & Evaluation in Higher Education》2004,29(4):389-399

This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, ‘The Student Assessment and Classification Working Group’ (SACWG). However, greater attention is given to demonstrating what a self‐help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met.  相似文献