Collaborating for student success: An e-mail survey of U.S. libraries and writing centers     

Holly A. Jackson 《The Journal of Academic Librarianship》2017,43(4):281-296

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Temporal processing in dyslexia   总被引：1，自引：0，他引：1  

K L Shapiro  N Ogden  F Lind-Blad 《Journal of learning disabilities》1990,23(2):99-107

The temporal processing capabilities of 15 children with dyslexia versus 15 age-matched and 15 reading-matched controls in a word identification task were examined. The hypothesis underlying the present experiment was that word recognition would be inferior in children with dyslexia, relative to controls, when the task demanded the temporal integration (sequencing) of two-syllable words. Such a hypothesis must predict that one-syllable word recognition does not distinguish between these two populations and that these effects cannot be accounted for in terms of eye movement differences. To test this hypothesis, one- and two-syllable words displayed for 100, 300, and 3,000 msec were required to be identified. The results yielded evidence of decreased accuracy of word identification by the children with dyslexia in the two-syllable, 300-msec condition, as predicted. A second experiment was unable to uncover any differences in eye movement behaviors that could account for the effects observed in the first experiment. The results are discussed in terms of potential sequential processing deficits in individuals with dyslexia.  相似文献   

STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School     

Quigley  Cassie F.  Herro  Dani  King  Elizabeth  Plank  Holly 《Journal of Science Education and Technology》2020,29(4):499-518

Journal of Science Education and Technology - Educators are now moving classroom instructional objectives away from what content do we need to know towards how can we support learners in the...  相似文献   

Reflective Writing and the Spirit of Inquiry     

Mary Louise Holly 《Cambridge Journal of Education》1989,19(1):71-80

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"My Ladies Aren't Interested in Learning": Managers, Supervisors and the Social Context of Learning     

Anne Munro  Lesley Holly  Helen Rainbird 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,10(2):515-528

This paper is based on a research project which examines the opportunities for and barriers to workplace learning amongst low-grade staff in the UK public sector. It examines the key role of managers and supervisors, who make many of the decisions about individuals' access to learning opportunities. Their perception of staff's willingness and need to learn is influenced by factors such as age, gender or the likelihood of career development. It is these managers who control the immediate work environment and the flow of information about learning opportunities. Innovative examples of workplace learning are described, yet the paper concludes that the reality for many low grade manual and routine clerical staff continues to be one of limited opportunities for workplace learning.  相似文献   

Post-school transitions in Ireland: a case study of Russian-speaking students     

Daniel Faas  Merike Darmody  Holly Foley 《比较教育学》2019,55(3):326-346

ABSTRACT

This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling in the Irish education system. The study found that all participants had high educational aspirations. Most students achieved their desired first-choice post-school pathway, despite coming from a different linguistic and cultural background. The article points to a range of factors, which affect the post-school transition of migrant young people. The findings are discussed in light of Ireland’s liberal welfare state model with neo-liberal tendencies where those in positions of power can buy into the advantages of the more neo-liberal side of the regime.  相似文献   

An exploratory investigation of the effect of working in an environmentally themed facility on the conservation‐related knowledge,attitudes and behavior of staff     

Amy Groff  Donna Lockhart  Jacqueline Ogden  Lynn D. Dierking 《Environmental Education Research》2005,11(3):371-387

In the past decade, we have seen an increased focus on measuring the impact of zoos, aquariums, and other free‐choice learning environments on the conservation‐related knowledge, attitudes and behavior of the visiting public. However, no such studies have been conducted on the impact of such environments on the staff working in these facilities – the very staff that in turn interact with the public on a daily basis. Clearly these interactions are recognized as being important; for example, the thousands of staff employed by Disney’s Animal Kingdom are regularly provided with conservation‐related training – both formal, in‐class experiences, as well as more informal experiences with animals; these are a mixture of compulsory and freely chosen experiences. An exploratory qualitative study was conducted to investigate the impact of working at Disney’s Animal Kingdom on staff knowledge, attitudes, and behavior related to animals and their conservation. The resulting findings offer preliminary evidence that working in an environmentally themed setting has a positive impact on all of these variables, and that particular experiences – notably experiences in back‐of‐house animal holding areas and with animal staff – are key. These findings suggest that further investigation into the impact of working in such learning settings could be fruitful in understanding the role that the work place plays in supporting the free‐choice learning of staff. This is important both from the perspective of the staff themselves, and in relation to the impact that these individuals may have on visitors to free‐choice learning settings.  相似文献   

Social Pragmatics: Preschoolers Rely on Commonsense Psychology to Resolve Referential Underspecification     

Julian Jara-Ettinger  Sammy Floyd  Holly Huey  Joshua B. Tenenbaum  Laura E. Schulz 《Child development》2020,91(4):1135-1149

Four experiments show that 4- and 5-year-olds (total N = 112) can identify the referent of underdetermined utterances through their Naïve Utility Calculus—an intuitive theory of people’s behavior structured around an assumption that agents maximize utilities. In Experiments 1–2, a puppet asked for help without specifying to whom she was talking (“Can you help me?”). In Experiments 3–4, a puppet asked the child to pass an object without specifying what she wanted (“Can you pass me that one?”). Children’s responses suggest that they considered cost trade-offs between the members in the interaction. These findings add to a body of work showing that reference resolution is informed by commonsense psychology from early in childhood.  相似文献   

Practices and pitfalls: A practitioner's journey into level 3 evaluation     

Tom Riley  Holly Davani  Pat Chason  Ken Findley 《Performance Improvement》2002,41(5):14-22

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Retraction for “Static Analytical Models: Applications within a Military Domain” Performance Improvement 47(3): 8–18, 2008 [DOI: 10.1002/PFI.189]     

John Chen  Holly Burkett  Roger Chevalier 《Performance Improvement》2009,48(3):40-40

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