A developmental study of information processing within the first three years of life: response decrement to a redundant signal     

M Lewis  S Goldberg  H Campbell 《Monographs of the Society for Research in Child Development》1969,34(9):1-41

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On the superior advantages of employing a soft and gentle blast from the bellows of smith's forges,in certain cases,over the sharp blast produced in the ordinary manner of employing them     

Duncay Campbell 《Journal of The Franklin Institute》1826,2(1):59-60

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Wake up Information Literacy Instruction: Ideas for Student Engagement     

Lisa Campbell  Diana Matthews  Nance Lempinen-Leedy 《图书馆管理杂志》2015,55(7):577-586

In this article, three librarians from Santa Fe College, the community college winner of the 2015 ACRL Excellence in Academic Libraries Award, share their successful work in information literacy instruction. While the ACRL award is given for overall achievement, this article focuses upon their creative and varied approaches to instruction, incorporating a wide blend of strategies to reach students across the college. Beginning with targeted approaches to virtual instruction, including broad use of the flipped classroom model, and building in active learning techniques, the librarians at Santa Fe College have built an instruction program that could serve as a model to community college libraries across the country.  相似文献   

Michelle Kraft,AHIP, Medical Library Association President, 2015–2016     

Mary Pat Harnegie  Kathryn Eurich 《Journal of the Medical Library Association》2015,103(3):157-158

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Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms          下载免费PDF全文

Erin Lewis‐Morrarty  Kathryn A. Degnan  Andrea Chronis‐Tuscano  Daniel S. Pine  Heather A. Henderson  Nathan A. Fox 《Child development》2015,86(2):598-613

Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed.  相似文献   

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies     

Campbell  Todd  Longhurst  Max L.  Wang  Shiang-Kwei  Hsu  Hui-Yin  Coster  Dan C. 《Journal of Science Education and Technology》2015,24(5):562-579

Journal of Science Education and Technology - While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is...  相似文献   

Using Vygotsky’s zone of proximal development to propose and test an explanatory model for conceptualising coteaching in pre-service science teacher education     

Colette Murphy  Kathryn Scantlebury  Catherine Milne 《Asia-Pacific Journal of Teacher Education》2015,43(4):281-295

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students’ attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching, and we suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning. In providing structure and tools for effective implementation of coteaching, our model addresses three core elements of coteaching: coplanning, copractice, and coevaluation. The model was piloted in relation to pre-service teachers’ development in reflective practice and reducing the gap between theory and classroom practice.  相似文献   

Professional noticing of coordinated mathematical thinking     

Tye G. Campbell  Sheunghyun Yeo 《British Educational Research Journal》2022,48(3):488-503

Over the past three decades, research and policy in many geographic regions has promoted a shift from direct, lecture-oriented mathematics instruction to inquiry-based, dialogic forms of instruction. While theory and research support dialogic instructional approaches, some have noted that the complexities of dialogic teaching make it difficult for teachers to implement. One mechanism by which teachers can improve their decision-making practices in dialogic classrooms is learning to notice (i.e. becoming aware of learners’ processes). While research has contributed frameworks for understanding how teachers notice individual learners’ mathematical thinking, there is little conceptualization regarding how teachers notice group processes in mathematics classrooms, which is integral to dialogic instruction. We offer a noticing framework termed professional noticing of coordinated mathematical thinking that describes how teachers notice group activity in mathematics classrooms. Professional noticing of coordinated mathematical thinking is conceptualized as a bi-dimensional process: noticing groups’ mathematical activity and noticing groups’ coordinated activity. Teachers must become aware of how groups approach the mathematical and collaborative nature of a task, since both of these aspects inform whether learners develop opportunities to learn in groups. The framework describes noticing practices integral to dialogic instruction and promotes inquiry for future research related to teaching moves in dialogic classrooms.  相似文献   

Teaching Science as a Process,Not a Set of Facts     

Öberg  Gunilla  Campbell  Alice  Fox  Joanne  Graves  Marcia  Ivanochko  Tara  Matsuchi  Linda  Mouat  Isobel  Welsh  Ashley 《Science & Education》2022,31(3):787-817

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...  相似文献   

Small Circles: Mobile Telephony and the Cultivation of the Private Sphere     

Rich Ling  Johannes Bjelland  Pål Roe Sundsøy  Scott W. Campbell 《The Information Society》2014,30(4):282-291

This article examines how we use mobile telephony to maintain our physically and socially closest social circle. The analysis is based on traffic data gathered from Norway using approximately 24 million calls and texts made by private individuals. Previous research has shown that our temporal and spatial movement is highly predictable and that the majority of calls and text messages are sent to only four to six different persons. This article extends this research by examining both tie strength and the distance between the interlocutors in urban and rural settings. The findings show that even as information and communication technologies (ICTs) potentially put the world at our fingertips, the mobile phone is an instrument of a more limited geographical and social sphere. Approximately two-thirds of our calls/texts go to strong ties that are within a 25-km radius.  相似文献