History Corner     

Yvonne M. Johnson 《TechTrends》2014,58(1):13-13

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The SuperJournal project: the value of electronic journals to biomedical users     

Frank Norman  Yvonne Hibbott 《Health information and libraries journal》1999,16(4):263-267

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Editorial     

Yvonne Ehrenspeck  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2007,10(4):457-458

Ohne Zusammenfassung  相似文献   

Transforming support for students with disabilities in UK Higher Education     

Mark Taylor  Yvonne Turnbull  Jo Bleasdale  Hulya Francis  Henry Forsyth 《Support for Learning》2016,31(4):367-384

Intended UK government changes to the Disabled Students’ Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio‐technical perspective. The research reported in this article involved a year‐long case study in a UK university. The potential changes required to support for students with disabilities within the university studied, to cater for the proposed UK government changes to the Disabled Students’ Allowance, include: providing non‐medical helpers through external agencies; developing a dyslexia screening process; providing enhanced library services, including access to printers and scanners and assistance with assistive software; providing laptops with assistive software; making assistive software available in a limited form in computing laboratories; and more co‐ordinated special examination provision.  相似文献   

Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling     

Yvonne G. Mulder  Ard W. Lazonder  Ton de Jong 《Journal of Science Education and Technology》2015,24(2-3):168-177

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Phonological recoding,orthographic decoding,and comprehension skills during reading acquisition     

Julia Knoepke M.A.  Prof. Dr. Tobias Richter  Dr. Maj-Britt Isberner  Prof. Dr. Johannes Naumann PhD  Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471

To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels.  相似文献   

Diverse students' perspectives on privacy and technology integration in higher education     

Alex Kumi-Yeboah  YangHyun Kim  Benjamin Yankson  Stephen Aikins  Yvonne Appiah Dadson 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1671-1692

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First year university science-revisited     

Dr. Petrus Zeegers 《Research in Science Education》1994,24(1):382-383

Specializations: transition to tertiary study, scientific literacy, chemical education.  相似文献   

Introduction to the special issue ‘How adolescents read and learn on the Web: internal and external factors (Introducción al número especial ‘Cómo leen y aprenden los adolescentes en la red: factores internos y externos’)     

Mônica Macedo-Rouet  Yvonne Kammerer  Raquel Cerdán 《Infancia y Aprendizaje》2020,43(1):9-18

ABSTRACT

The World Wide Web has become a major information resource for adolescents (i.e., 10–19 years of age), offering an unprecedented amount of information on virtually any topic. While the Web can potentially offer new learning opportunities, it also presents several challenges. Reading and learning on the Web requires a set of advanced literacy skills that adolescents do not necessarily possess and need to develop in order to effectively deal with the complexity of information encountered online. This special issue brings together five empirical articles and a discussion paper that examine internal and external factors that are beneficial (or detrimental) to adolescents’ reading and learning on the Web, and contribute to explaining how young learners develop complex literacy skills. Theoretically, the special issue contributes to the conceptualization of what researchers refer to as ‘multiple documents literacy’. In practice, it informs researchers and educators of emerging empirical results regarding adolescents’ information behaviour, as well as on instructional strategies that can be effective for developing adolescents’ literacy skills.  相似文献   

A two‐component growth mindset intervention for young people with SEND     

Eloise de Carvalho  Yvonne Skipper 《Journal of Research in Special Educational Needs》2020,20(3):195-205

Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.  相似文献