Capitalizing on Web 2.0 in the Social Studies Context     

Lori B. Holcomb  Candy M. Beal 《TechTrends》2010,54(4):28-33

This paper focuses primarily on the integration of Web 2.0 technologies into social studies education. It documents how various Web 2.0 tools can be utilized in the social studies context to support and enhance teaching and learning. For the purposes of focusing on one specific topic, global connections at the middle school level will be the overlapping theme across the Web 2.0 technologies.  相似文献   

Evaluation of a truancy court intervention in four middle schools     

Michelle A. Hendricks  Elizabeth W. Sale  Carol J. Evans  Lori McKinley  Sherri DeLozier Carter 《Psychology in the schools》2010,47(2):173-183

The effectiveness of a school‐based truancy court intervention in four middle schools in a mid‐sized school district was evaluated. Cumulative data from 185 youth attending a truancy court from 2004 through 2008 were included in the analyses. Results indicated a differential impact of the truancy court intervention depending on truancy severity at baseline. The intervention was most successful in increasing attendance for students with severe truancy, but had limited impact on students with moderate truancy, and no impact on mild truancy. The intervention did not result in improved school attachment or grade point averages, nor did it significantly reduce discipline offenses. Furthermore, the aftercare intervention, consisting of regular meetings with an authority figure (e.g., a juvenile officer), was only effective at maintaining truancy court attendance gains for students with severe truancy at baseline, although it was associated with a substantial decrease in discipline offenses for all groups. These results suggest that truancy courts similar to the one described here may have an impact on truancy for severely truant students, but may have a limited effect on students with mild or moderate truancy. © 2009 Wiley Periodicals, Inc.  相似文献   

The Impact of Annemarie Roeper’s Qualitative Assessment (QA) Method on The Roeper School’s Admission Process     

Lori Zinser 《Roeper Review》2016,38(4):258-260

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Moving from outside to inside: High school students' use of apprenticeships as vehicles for entering the culture and practice of science     

Gail Richmond  Lori Ann Kurth 《科学教学研究杂志》1999,36(6):677-697

The purpose of this study was to investigate how research apprenticeships shaped students' views of the culture and practice of science. Twenty‐seven 11th and 12th graders from across the United States and American Samoa participating in a summer research program were interviewed individually three times over 7 weeks. Seven students were selected as a representative focus group, and in addition to interviews, their journals, entrance questionnaires, and exit questionnaires were analyzed for what they revealed about students' ideas of what constituted scientific work, of the research process, of the existence and importance of communities in which they participated, and of the roles they played in these communities. Based on the pattern of student comments and perspectives, we identified four dimensions of scientific practice and culture whose salience and complexity increased and became articulated over the 7‐week period. These dimensions included technical language, collaboration, uncertainty, and inquiry. The learning that took place with regard to these dimensions took place within three program‐embedded communities, which we identified as laboratory‐centered, program‐centered, and peer‐centered. The roles students played in these communities and the degree to which they could make use of resources within them contributed to students' view of scientific practice and culture, and to the development of the identity kits they began to construct of themselves as scientists. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 677–697, 1999  相似文献   

The WISE group: Connecting activism,teaching, and research     

Lynnette Cavazos  Constanza Chiappe Hazelwood  Elaine V. Howes  Lori Kurth  Paula Lane  Laura Markham  Gail Richmond  Kathleen J. Roth 《科学教学研究杂志》1998,35(4):341-344

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Black culture centers: Still central to student learning     

Lori D. Patton 《About Campus》2006,11(2):2-8

Are support and resource centers that serve students from single cultures still relevant after thirty years and in light of widespread interest in multiculturalism? Lori Patton argues that, at least in the case of black culture centers, these spaces continue to matter a great deal to students.  相似文献   

Towards a 21st Century Metadata Infrastructure Supporting the Creation,Preservation and Use of Trustworthy Records: Developing the InterPARES 2 Metadata Schema Registry     

Anne?GillilandEmail author  Nadav?Rouche  Lori?Lindberg  Joanne?Evans 《Archival Science》2005,5(1):43-78

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Queer Love in Film and Television: Critical Essays Pamela Demory and Christopher Pullen,Editors. New York: Palgrave Macmillan, 2013.     

Lori Duin Kelly 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):244-245

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A Comparison of Training Methods on the Acquisition of Automotive Product Knowledge     

Rhiannon M. Fante  Barbara R. Bucklin  Lori Diener‐Ludwig  Daniel B. Sundberg  Alyce M. Dickinson 《Performance Improvement Quarterly》2016,29(3):287-305

The purpose of this study was to compare the effects of a traditional training program with a fluency‐building training program on the acquisition of automotive product knowledge in a lab setting. The effects were assessed by how accurately and quickly participants responded on a product‐knowledge test. Results indicated that participants who completed the fluency training responded faster and more accurately than control groups immediately after the study. However, the difference between the fluency group and the group that received study objectives disappeared when retention was assessed several weeks after training. The difference remained between these groups and a group that did not receive study objectives. The results were used to modify globally delivered training. This study extended previous studies by examining the effects of training designed to teach product knowledge to sales representatives in automotive dealerships and illustrates the benefits of collaboration between academic researchers and professional trainers.  相似文献   

Designing an effective sexuality education curriculum for schools: lessons gleaned from the South(ern) African literature     

Lesley Wood  Lori A. Rolleri 《Sex education》2014,14(5):525-542

Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries.  相似文献