Addressing the Challenges and Needs of English-Speaking Caribbean Immigrant Students: Guidelines for School Counselors     

Stephaney Morrison  Julia Bryan 《International journal for the advancement of counseling》2014,36(4):440-449

Caribbean students are among the distinct immigrant groups in U.S. public schools with particular needs to be addressed by school counselors. This article discusses the challenges Caribbean immigrant students face that create obstacles to their academic and personal/social success. Guidelines for school counselors are outlined, which can be used to meet the needs of Caribbean immigrant students and promote their healthy adjustment.  相似文献   

Ethical issues associated with information and communication technology in counseling and guidance     

James P. Sampson Jr.  Julia Panke Makela 《International Journal for Educational and Vocational Guidance》2014,14(1):135-148

For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals’ efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services.  相似文献   

The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose     

Tamara G. Halle  Jessica Vick Whittaker  Marlene Zepeda  Laura Rothenberg  Rachel Anderson  Paula Daneri  Julia Wessel  Virginia Buysse 《Early childhood research quarterly》2014

This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry.  相似文献   

Training Planning and Working Memory in Third Graders     

Andrea Paula Goldin  María Soledad Segretin  María Julia Hermida  Luciano Paz  Sebastián Javier Lipina  Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146

Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research.  相似文献   

Can archival science add value to chemical compound library management?     

Julia Cianci 《档案与原稿》2013,41(1):33-43

  相似文献   

Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians     

Julia Havelick 《Behavioral & Social Sciences Librarian》2013,32(4):242-244

  相似文献   

Google Book Search and Metadata     

Julia T. Pope  Robert P. Holley 《Cataloging & classification quarterly》2013,51(1):1-13

This article summarizes published documents on metadata provided by Google for books scanned as part of the Google Book Search (GBS) project and provides suggestions for improvement. The faulty, misleading, and confusing metadata in current Google records can pose potentially serious problems for users of GBS. Google admits that it took data, which proved to be inaccurate, from many sources and is attempting to correct errors. Some argue that metadata is not needed with keyword searching; but optical character recognition (OCR) errors, synonym control, and materials in foreign languages make reliable metadata a requirement for academic researchers. The authors recommend that users should be able to submit error reports to Google to correct faulty metadata.  相似文献   

CDC's Use of Social Media and Humor in a Risk Campaign—“Preparedness 101: Zombie Apocalypse”     

Julia Daisy Fraustino  Liang Ma 《Journal of Applied Communication Research》2013,41(2):222-241

This is a multiple methods study that highlights the tension between awareness- and behavioral-based campaign successes, particularly when communicating using social media and pop-culture-referencing humor. To illustrate, it examines the Centers for Disease Control and Prevention's (CDC) “zombie apocalypse” all-disaster-preparedness campaign. An interview with a CDC campaign manager, campaign document analysis, and a 2 (information form: social vs. traditional media) × 2 (message strategy: humorous vs. non-humorous) experiment uncovers benefits and pitfalls of using social media and humorous messaging for risk communication. Findings show social media can quickly spread information to new publics for minimal costs; however, experiment participants who received the humorous (i.e., zombie) risk message reported significantly weaker intentions to take protective actions in comparison to those who received the traditional, non-humorous risk message.  相似文献   

Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric     

Karen Peterman  Jenny L. Daugherty  Rodney L. Custer  Julia M. Ross 《International Journal of Science Education》2013,35(14):1913-1931

ABSTRACT

Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular.  相似文献   

Students' Argumentative Writing Skills in Science and First-Language Education: Commonalities and differences     

Patricia Heitmann  Martin Hecht  Julia Schwanewedel  Stefan Schipolowski 《International Journal of Science Education》2013,35(18):3148-3170

The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by comparing it with a rather general type of argumentation as promoted in first-language education and with formal reasoning to gain insight into different forms of argumentation on theoretical and empirical levels. Using a paper-and-pencil test, we analyzed written argumentations and the reasoning abilities of 3,274 Grade-10 students in German secondary schools. Correlation and multiple regression analyses as well as a qualitative analysis of students' answers to a subset of tasks in the domains of science and first-language education were conducted. Results showed moderate relations between argumentation in science, argumentation in first-language education, and reasoning. Half of the variance in argumentation in science was explained by individual differences in argumentation in first-language education and reasoning. Furthermore, the examination of written arguments revealed differences, for example, in students' weighing of pros and cons. We assume that the familiarity of the underlying scientific information may play an essential role in the argumentation process and posit that it needs to be investigated in more detail. Overall, the study indicates that investigating the argumentational abilities of learners in first-language education and reasoning abilities can help to shed light on the domain-specificity of argumentation in science.  相似文献