Using initial,derived, and terminal credibility to help students understand how they are perceived by others     

Marcia Berry 《Communication Teacher》2018,32(2):66-70

Courses: Public Speaking, Interpersonal Communication, Organizational Communication, Introduction to Communication Studies, Business Communication

Objectives: The goal for this activity is not only to provide students with an understanding of their initial, derived, and terminal credibility when relating a personal, edifying story but also to understand how they are initially perceived by their fellow students.  相似文献   

From the Editor: Educating for social justice     

Marcia Baxter Magolda 《About Campus》2007,12(2):1-1

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From the editor—New connections?     

Marcia B. Baxter Magolda 《About Campus》2007,12(4):1-1

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Is Your Tutorial Pretty or Pretty Useless? Creating Effective Tutorials with the Principles of Multimedia Learning     

Marcia E. Rapchak 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):68-76

ABSTRACT

With the proliferation of free and easy-to-use tools to make online tutorials, many libraries have been creating online tutorials for their users. These cover everything from showing users how to navigate the databases to covering issues like copyright and evaluation. While the tutorials range from entertaining to rather dry, many of them, regardless of their entertainment value, do not employ the methods that can lead to deeper learning. Mayer (2014a Mayer, R. E. (Ed.). (2014a). The Cambridge handbook of multimedia learning. New York, NY: Cambridge University Press. [Google Scholar]) has explored the concepts and research around online tutorials in The Cambridge Handbook of Multimedia Learning. The principles covered in the handbook and in the related research can be quite counterintuitive for those of us who create online tutorials. This article explores these principles as they relate to tutorials created for library instruction. Additional research to expand on and support Mayer's principles will be discussed to provide evidence-based strategies for deepening learning and reducing elements that detract from learning.  相似文献   

Targeted Support for Using Technology-Enhanced Science Inquiry Modules   总被引：1，自引：1，他引：0  

Keisha Varma  Freda Husic  Marcia C. Linn 《Journal of Science Education and Technology》2008,17(4):341-356

Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.  相似文献   

Handbook of Academic Writing for Librarians,by Christopher V. Hollister     

Marcia J. Francis 《Medical reference services quarterly》2013,32(3):390-392

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Leadership and the law     

Marcia Lebeau 《Roeper Review》2013,35(1):19-21

Law‐related education has not only broadened the content of the social studies curriculum but its goals are highly compatible with those goals for teaching gifted children.  相似文献   

The ABCs of family mealtimes: observational lessons for promoting healthy outcomes for children with persistent asthma     

Fiese BH  Winter MA  Botti JC 《Child development》2011,82(1):133-145

Family mealtimes have the potential to promote healthy child development. This observational study of 200 family mealtimes examined the relation between child health in a group of children (ages 5 to 12) with persistent asthma and 3 dimensions of mealtime interaction: Action, Behavior Control, and Communication. Percent time spent in Action and Positive Communication varied by asthma severity, child quality of life, and sociodemographic variables. Positive communication during mealtimes predicted child quality of life. Significant interactions between demographic variables and behavior control suggested that higher levels of behavior control affected child quality of life in the context of lower maternal education. Guidance is offered for practitioners and policy makers toward promoting healthy family mealtimes as a public health priority.  相似文献   

Child adaptational development in contexts of interparental conflict over time     

Davies PT  Sturge-Apple ML  Winter MA  Cummings EM  Farrell D 《Child development》2006,77(1):218-233

This multi-method study sought to identify parameters of developmental change and stability of child reaction patterns to interparental conflict in the context of family relations in a sample of 223 6-year-old children and their parents followed over the course of one year. Consistent with the sensitization hypothesis, interparental withdrawal and hostility each consistently and uniquely predicted child distress reactions to conflict even after analytically controlling for parental warmth. Associations were found across multiple domains of child responding (i.e., overt negative affect, subjective negative affect, internal representations) and both concurrent and prospective, autoregressive analyses. Results of the autoregressive path analyses indicated moderate stability in each of the domains of conflict reactivity over the 1-year longitudinal period.  相似文献   

Determinants of range effects in face recognition     

Verbeek EL  Spetch ML  Cheng K  Clifford CW 《Learning & behavior》2006,34(3):229-240

The effects of test stimulus range on generalization gradients in humans were assessed for discriminations between faces that varied in brightness, faces that varied in orientation in the picture plane, and morphed faces. In Experiment 1, significant range effects, predicted by adaptation level theory, occurred when faces varied along the brightness or orientation dimension, but not for morphed faces. Changing the difficulty of discrimination of both training and test stimuli for Experiment 2 produced range effects in morphed faces. Experiment 3 explored training and testing stimulus factors as determinants of range effects in morphed faces. The results suggest that sufficiently biased testing ranges create shifts in response distributions (generalization gradients), and this may be amplified by using relatively difficult discriminations between training stimuli.  相似文献