Migrating to New Understanding     

Martha Fusshippel 《The Educational forum》2013,77(2)

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Shipping,Trade and Crusade in the Medieval Mediterranean: Studies in Honour of John Pryor     

Paul Oldfield 《Al-Masaq: Islam & the Medieval Mediterranean》2013,25(3):369-371

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“Law & Order Forever; Amnesty Never”? Understanding and Challenging Xenophobia     

Lynne Hamer  Martha Kransdorf  Michael Hale 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):604-605

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ART     

Martha R. Carter 《The Educational forum》2013,77(4)

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Curriculum Revision in the Big City—Money vs. Sense     

Martha M. Larkin 《Clearing house (Menasha, Wis.)》2013,86(2)

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Helping Youth in Underserved Communities Envision Possible Futures     

Martha L. Slattery PhD 《Research quarterly for exercise and sport》2013,84(2):209-212

Empowering youth through the exploration of their possible futures is a fresh and innovative approach to the Teaching Personal and Social Responsibility model (TPSR). The purpose of this study was to examine the combination of TPSR with the theory of possible selves. This combination, called the Career Club, was a program specifically designed to better assist students in understanding and facilitating reflective discussions on their future decisions. Career Club was taught weekly for nine sessions, 90 min each, at an inner city elementary school in a large metropolitan city. Participants comprised 12 seventh- and eighth-grade boys and girls who had at least 1 year and up to 5 years of experience in a TPSR program. Data sources included document analysis, lesson observations, formal interviews, and observational field notes. Themes were classified into the following categories: hopedfor-selves and feared selves—a delicate balance, coaching as a necessary component, and coming to understand possible futures. These results indicated that Career Club was effective in providing the participants a meaningful career exploration in coaching. Data also suggested these coaching experiences facilitated reflective discussions on realizing their future orientation choices.  相似文献   

Information Retrieval in Biomedicine: Natural Language Processing for Knowledge Integration     

Martha F Earl 《Journal of the Medical Library Association》2010,98(2):190-191

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The Multiple‐Use of Accountability Assessments: Implications for the Process of Validation     

Martha J. Koch 《Educational Measurement》2013,32(4):2-15

Implications of the multiple‐use of accountability assessments for the process of validation are examined. Multiple‐use refers to the simultaneous use of results from a single administration of an assessment for its intended use and for one or more additional uses. A theoretical discussion of the issues for validation which emerge from multiple‐use is provided focusing on the increased stakes that result from multiple‐use and the need to consider the interactions that may take place between multiple‐uses. To further explore this practice, an empirical study of the multiple‐use of the Education Quality and Accountability Office Grade 9 Assessment of Mathematics, a mandatory assessment administered in Ontario, Canada, is presented. Drawing on data gathered in an in‐depth case study, practices associated with two of the multiple‐uses of this assessment are considered and evidence of ways these two uses interact is presented. Given these interactions, the limitations of an argument‐based approach to validation for this instance of multiple‐use are demonstrated. Some ways that the process of validation might better address the practice of multiple‐use are suggested and areas for further investigation of this frequently occurring practice are discussed.  相似文献   

Promoting turn-taking skills in preschool children with disabilities: The effects of a peer-based social communication intervention     

Tina L. Stanton-Chapman  Martha E. Snell 《Early childhood research quarterly》2011,26(3):303

The current study evaluated the turn-taking skills of preschoolers with disabilities who participated in a social communication intervention that targeted initiations, responses, and turn-taking skills, and taught children to repair and revise and to avoid interruptions and overlaps. Ten children who enrolled in an inclusive at-risk classroom met the inclusion criteria. A multiple baseline design across two dyads replicated across three additional dyads was used to determine the effects of the intervention. The social communication intervention was highly effective for five children, moderately effective for three children, and mildly effective for two children in increasing the rate of initiations with an immediate peer response from baseline to intervention. The social communication intervention was highly effective for one child, moderately effective for three children, mildly effective for two children, and ineffective for four children in improving turn-taking skills. Generalization results showed that nine out of ten participants demonstrated increased peer play following the intervention, increased levels of child-initiated interactions with a positive peer response, and decreased levels of solitary play. Several implications for practice were derived from the findings. By teaching children turn-taking strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.  相似文献   

Visual spatial representation in mathematical problem solving by deaf and hearing students     

Blatto-Vallee G  Kelly RR  Gaustad MG  Porter J  Fonzi J 《Journal of deaf studies and deaf education》2007,12(4):432-448

This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students' problem representations showed that the hearing participants utilized visual-spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual-spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students' problem representation focused simply on the visual-spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual-spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers.  相似文献