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21.
从网络时代高校图书馆开展导读工作的重要性、读者的网络阅读特点、网络阅读的方法以及信息服务创新和加强读者信息能力培养诸方面综述了网络环境下高图书校馆开展导读工作的新思路和新方法。 相似文献
22.
A socialization model of coping with community violence was tested in 101 African American adolescents (55% male, ages 9-13) and their maternal caregivers living in high-violence areas of a mid-sized, southeastern city. Participants completed interviews assessing caregiver coping, family context, and child adjustment. Caregiver-child dyads also discussed a film clip depicting community violence. Parental coaching (caregivers' strategies suggesting how to cope) and child-reported coping were coded from the discussion. Coaching, modeling (caregivers' own coping), and family context each contributed to children's coping with violence. Children's problem-focused coping in response to violence had the strongest associations with changes in their adjustment 6 months later. Implications for interventions with youth and families are discussed. 相似文献
23.
论文分析在GDP指数不足的同时,提出要重视人类发展指数（Human Development Index,简称HDI）,认为贯彻落实科学发展观,地方政府应当重视并发挥县级图书馆事业在文化教育中的独特作用。 相似文献
24.
This study explores the true crime podcast audience within the uses and gratifications theoretical frame. Using an online survey (n = 308), this study found that the true crime podcast audience is predominantly female (73%), and 3 motivations were prominent for users: entertainment, convenience, and boredom. Additionally, three motivating factors were found to be significantly more salient for females than for males: social interaction, escape, and voyeurism. Practical and theoretical implications for genre-specific media are discussed. 相似文献
25.
Kelli D. Cummings Ruth A. Kaminski Kenneth W. Merrell 《Psychology in the schools》2008,45(10):930-946
This study describes the initial validation of an innovative social‐‐behavioral observational assessment tool that is designed to be used on a repeated basis to assess growth and development of social competence over time to: (a) identify the social functioning of all students, (b) assist in planning support for students at risk, and (c) evaluate the effectiveness of individual and system‐wide interventions. Eighteen first‐grade students were monitored over an 8‐week period using the Initiation‐Response Assessment (IRA) Code. The School Social Behavior Scales, a published teacher rating scale, was included as a criterion measure. Estimates of reliability and criterion‐related validity were calculated for the IRA. The measure's sensitivity to growth over time and between‐group variability were also assessed using hierarchical linear modeling procedures. Results indicate that scores on this measure are stable, and tap constructs similar to those assessed via teacher rating. © 2008 Wiley Periodicals, Inc. 相似文献
26.
In most mathematics textbooks, each set of practice problems is comprised almost entirely of problems corresponding to the
immediately previous lesson. By contrast, in a small number of textbooks, the practice problems are systematically shuffled
so that each practice set includes a variety of problems drawn from many previous lessons. The standard and shuffled formats
differ in two critical ways, and each was the focus of an experiment reported here. In Experiment 1, college students learned
to solve one kind of problem, and subsequent practice problems were either massed in a single session (as in the standard
format) or spaced across multiple sessions (as in the shuffled format). When tested 1 week later, performance was much greater
after spaced practice. In Experiment 2, students first learned to solve multiple types of problems, and practice problems
were either blocked by type (as in the standard format) or randomly mixed (as in the shuffled format). When tested 1 week
later, performance was vastly superior after mixed practice. Thus, the results of both experiments favored the shuffled format
over the standard format. 相似文献
27.
Immersion in a Digital Pool: Training Prospective Online Instructors in Online Environments 总被引：1，自引：0，他引：1
Kelli Cargile Cook 《Technical Communication Quarterly》2007,16(1):55-82
This article argues that the online environment is optimal for teaching prospective instructors how to develop and implement online courses. To support this claim, the author draws on hypertext theories to define the online course archive as a constructive hypertext and to describe the work the course archive is able to do when used to instruct prospective online instructors. The claim is further supported through a quantitative and qualitative analysis of a course archive. 相似文献
28.
Jennifer E. Aldrich Kelli R. Thomas 《Journal of Early Childhood Teacher Education》2013,34(4):339-347
Abstract Teacher education programs that want their future teachers to embrace and employee constructivist principles must strive to provide opportunities for teacher candidates to develop an understanding of constructivism. The paper presents a structure for embedding constructivist principles into early childhood and elementary teacher education courses and the results of a pilot study at a Mid‐Western University. The results of the study demonstrate that teacher candidates believe that constructivist practices are very to extremely important. In addition, their responses indicated that the teacher candidates believe that their role in a constructivist environment is very to extremely important. The study reinforces the importance of providing experiences in teacher education programs that will result in positive views of constructivism. © 2005 Elsevier Inc. All rights reserved. 相似文献
29.
The authors examined the beliefs of 351 teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants' responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. They found that the participants' endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions. Furthermore, respondents tended to endorse interventions, whether evidence-based or not, without admitted prior exposure to information about them. The results suggest that more attention should be paid to teaching critical evaluation skills as a part of preliminary training of future educators. The potential for practicing teachers, who often serve as a readily available consultant for parents of children with disabilities, to pass on misinformation poses a potential dilemma that should be addressed in teacher training programs. 相似文献
30.