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61.
Computer-assisted instruction (CAI) in English-Language environments offer practice time, motivates students, enhance student learning, increase authentic materials that students can study, and has the potential to encourage teamwork between students. The findings from this particular study suggested that students who used computer assisted program had a greater chance of closing achievement gap and meeting NCLB requirements than those students who did not use computer-assisted instruction. Additionally, the students that used computer-assisted classroom instruction gained scores in reading and math. Based on these findings, teachers, school administrators, and other educational stakeholder should explore strategies for technology integration to close the achievement gap. 相似文献
62.
While learning environment research has been growing in popularity over the past few decades, little attention has been given towards the learning environment of graduate students, and virtually no attention has been given specifically towards graduate counseling and related programs such as professional counseling, clinical and counseling psychology, and marriage and family therapy. In this paper we propose using Bronfenbrenner’s (1979, 1992) ecological theory as a model to conceptualize the training environment of such counselor preparation programs. Through the application of Bronfenbrenner’s theory, counselor educators and counseling trainees can better understand the systemic nature of the training environment that they create and where they train. Implications and recommendations for future research are provided to further advance the knowledge and awareness of the counseling training environment. 相似文献
63.
Jared Cooney Horvath 《Mind, Brain, and Education》2014,8(3):137-143
Many concepts have been published relevant to improving the design of PowerPointTM (PP) presentations for didactic purposes, including the redundancy, modality, and signaling principles of multimedia learning. In this article, we review the recent neuroimaging findings that have emerged elucidating the neural structures involved in many of these concepts. First, we explore the research suggesting that the brain utilizes similar structures to process written text and oral speech leading to neural competition and impaired performance during dual linguistic text/audition tasks (redundancy principle). Next, we examine research that demonstrates that the brain processes visual images in a manner different from and parallel to oral speech leading to improved performance during dual nonlinguistic visual/audition tasks (modality principle). Finally, we look at how the brain responds to contextual and direct attention cues (signaling principle). We link this research to PP design and suggest a number of concrete ways to implement these findings to improve the didactic strength of slide‐show presentations. 相似文献
64.
Kok-Mun Ng S Anandavalli Gideon Litherland Tamekia R. Bell Edward Ewe Jared Lau Allison List 《Counselor Education & Supervision》2023,62(2):171-184
In this autoethnography inquiry, seven counselor educators from diverse intersectionalities discuss how they leverage their selfhood to promote antiracist counselor education. Based on two cycles of pattern coding, the authors identified themes of perceiving, experiencing, creating, and facilitating. Implications for future research and practice are offered. 相似文献
65.
Lisa Tsoi Hoshmand Jared Kass 《International journal for the advancement of counseling》2003,25(4):205-213
An overview is provided on conceptual and action frameworks for peace, including contributions from different areas of psychology and several multidisciplinary perspectives. Approaches lacking in previous efforts, and some of the reasons for the limited success of peace work are identified. Two case examples are given to illustrate possibilities that have transformative potential, but are less often pursued by counseling professionals. Action research in communal dialogue and advocacy, and psychoeducation and mentoring in psychospiritual development are emphasized in promoting peaceful communities. Implications for our roles and functions as well as future theory, research and training are discussed. 相似文献
66.
Avery C. Edenfield Steve Holmes Jared S. Colton 《Technical Communication Quarterly》2019,28(3):177-191
Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication. 相似文献
67.
This study investigated the relationship between children’s ability to regulate emotions and display of appropriate behavior
in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from
a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation
Checklist (ERC) developed by Shields and Cicchetti (Dev Psychol 33:906–916, 1997, J Clin child Psychol, 27:231–395, 1998). A “Behavior Recording” checklist was developed and used to record appropriate and inappropriate behavior observed during
children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally
higher scores than boys in emotion regulation ability. A high relationship (r = .76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of
emotions in relation to a child’s well being and academic achievement. Additionally, these findings suggest a need for parents
and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in
conflict with societal norms. 相似文献
68.
Jared Hoppenfeld Stephanie J. Graves Robin R. Sewell T. Derek Halling 《Public Services Quarterly》2019,15(2):85-103
Sedentary behavior has increased over the last several decades, and this has led to major life-threatening health issues. Texas A&M University Libraries has introduced an innovative idea in three of their buildings. This case study highlights the implementation of Bike Desks at an academic library while offering strategies for other libraries wishing to replicate this project, and analyzes data from a user survey. The survey explored student experiences, including perceived satisfaction and any perceived gains in study habits while using the Bike Desk. 相似文献
69.
Jared Andrew Rex 《College & Undergraduate Libraries》2019,26(1):19-34
Since the mid-nineteenth century, student worker programs have been an integral component of academic libraries, and the evolution of the profession has put more students, even undergraduates, into positions with greater responsibility, raising questions about the level of expertise of which undergraduate students are capable. The authors address these questions through the lens of the collaborative redevelopment of two distinct library student worker programs at a small liberal arts college. Included is a discussion of successes and challenges, as well as a consideration of the benefits of a “cross-library” support system in developing such a program. 相似文献
70.
The purpose of this study was to evaluate students’ perceptions of clickers as an instructional tool to promote active learning in a Physical Geography undergraduate class. A convenience sample of 24 undergraduate students registered in a physical geography course was assigned clickers to answer chapter quizzes in class for 15 weeks during the semester. Data from student interviews, student surveys, and exam grades were used to analyze the findings. Overall, students were satisfied and gave high approval ratings for the use of clickers, particularly for enhancing their participation and engagement in class lectures. The study findings show that clickers promote student engagement in the teaching and learning process. However, students did not find clickers to be a motivating factor to study more for the course. The implications for the use of clickers as instructional tools to improve active teaching and learning in technology-rich classrooms are also discussed. 相似文献