Parenthood,Professorship, and Librarianship: Are They Mutually Exclusive?     

Stephanie J. Graves  Jian Anna Xiong  Ji-Hye Park 《The Journal of Academic Librarianship》2008,34(3):202-210

A survey of tenure-track and tenured librarians at ARL libraries provides data on the relationship between parenthood and professorship. Results analyze the impact of the promotion and tenure process on child-bearing and child-rearing decisions. Discrepancies are found based on gender, tenure status, and family status.  相似文献   

Because It's Good for You: An Argument for History of Education in Liberal Education     

Karen Graves 《History of education quarterly》2014,54(1):98-102

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Financial Pasts,Presents, and Futures of Community College Students of a Personal Finance Course     

Erin Graves  Sarah Savage 《Journal of Business & Finance Librarianship》2015,20(1-2):116-132

This study is an opportunity to share insights with librarians about students' ability to process information on personal finance. These insights might help librarians direct students to appropriate materials and resources. This article uses qualitative techniques to detect differences in student backgrounds and patterns in their ability to apply lesson content. The analysis suggests that males and females differently applied techniques they learned about how to approach spending. Moreover, students with chronic disadvantage applied the information less readily than those who had experienced shorter-term disadvantage.  相似文献   

Tips for the effective implementation of public law 99-457     

Stephen B. Graves  Richard M. Gargiulo 《Early Childhood Education Journal》1989,17(2):33-34

Stephen B. Graves and Richard M. Gargiulo are with the School of Education, University of Alabama at Birming-ham.  相似文献   

The Reciprocal Relationship Between Technology and Psychology     

Laura Terry  Punya Mishra  Danah Henriksen  Leigh Graves Wolf  Kristen Kereluik 《TechTrends》2013,57(3):34-39

This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.  相似文献   

How Constructivist-Based Teaching Influences Students Learning Science     

C. Matt Seimears  Emily Graves  M. Gail Schroyer  John Staver 《The Educational forum》2013,77(2):265-271

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.  相似文献   

The Scaffolded Reading Experience: A Flexible Framework for Helping Students Get the Most Out of Text     

Michael F. Graves  Bonnie B. Graves 《Literacy》1995,29(1):29-34

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Retaking departments     

James D. Preston  Graves E. Enck 《Academic Questions》1991,5(1):70-74

Conclusion In the past, it was believed that the commitment of scholars to the canons of reason and evidence prevented the ideological capture of most academic departments. However, such transformations not only take place but do so through strategies that are likely to render them permanent. In these new circumstances, those holding traditional academic values may find themselves defined or harassed out of professional existence. As unpleasant as it may be, scholars must learn to recognize and respond to these attempts, which are likely to become increasingly common in the 1990s. These days, as Machiavelli might say, hiding from the facts will only hasten one's ruin.  相似文献   

A developmental perspective on dyslexic subtypes     

Franklin R. Manis  Patricia A. Szeszulski  Liana K. Holt  Kathryn Graves 《Annals of dyslexia》1988,38(1):139-153

In this paper we apply a developmental model of reading to the question of dyslexic subtypes. Groups of normal readers (n=40) and dyslexic children (n=50), matched on reading level and IQ, were given a comprehensive test battery measuring level of development of visual, phonological, and orthographic skills. As a group, dyslexics deviated from normal readers of equivalent reading achievement primarily in phonological skills (spelling-to-sound translation and phonemic analysis), although limited differences in knowledge of word-specific spellings were also observed. Dyslexics were superior to the younger normal readers in visual processing of print. Analysis of individual data by reference to the reading level control group revealed three major subgroups: a group with a specific deficit in phonological processing of print (52 percent), a group with deficits in processing both the phonological and orthographic features of printed words (24 percent), and a group with phonological deficits in language (8 percent). The remainder of the sample (16 percent) had specific deficits in visual or orthographic processing of print, in spelling, or did not differ from the control group. The data support the view that most developmental dyslexics have a specific language disorder involving some aspect of phonological processing. However, small subgroups with very different configurations of reading and nonreading difficulties may exist as well. This research was supported by an NICHD grant to the first author (USPHS grant 1 R23 HD20231).  相似文献   

Tonic immobility in Japanese quail can reduce the probability of sustained attack by cats     

R. K. R. Thompson  R. W. Foltin  R. J. Boylan  A. Sweet  C. A. Graves  C. E. Lowitz 《Learning & behavior》1981,9(1):145-149

In a two-choice experiment, cats (Felis domesticus) chose an active quail (Coturnix coturnix japonica) more often than a quail in tonic immobility (TI). In a second experiment, cats were individually presented with two active quail in an open field. Holding and biting by the cat, particularly about the neck, was necessary for inducing TI in a bird. Overall, the total time spent by a cat in stalking, attacking, and handling a bird was inversely related to the total time spent in TI by the bird. These results support the hypothesis that TI is a terminal defense mechanism elicited by predator contact. TI apparently eliminates the movement stimuli that sustain further attack.  相似文献