排序方式： 共有43条查询结果，搜索用时 15 毫秒
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Neil Humphrey published a previous article, on self–esteem and dyslexia, in BJSE . This paper, jointly authored by Dr Humphrey, recently appointed as a lecturer in the psychology of education in the Faculty of Education at the University of Manchester, and Dr Patricia M. Mullins, senior lecturer in special educational needs at Liverpool John Moores University and the supervisor of Neil Humphrey's PhD thesis, explores the relationships between dyslexia and the ways in which pupils perceive themselves as learners. Making extensive links with other relevant research, the authors conclude by suggesting that 'the problems that children with dyslexia encounter have negative consequences for their self–development'. Humphrey and Mullins also propose that, while further research is needed, we already know enough about how to make schools more 'dyslexia friendly' to begin to tackle these difficulties at an early stage in children's education. 相似文献
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A mid-sized university library system conducted a large-scale mixed-methods research project intended to understand better the student library experience and ways to enhance it. One aspect of the project included a detailed and iterative analysis of interview data. Using a grounded theory (GT) approach, researchers analyzed empirical data from student interviews and identified patterns of behavior. The results of data analyses suggested that students used knowledge and interactions from library class to inform them of how to study academic content and complete non-research tasks and vice versa. As a result, researchers generated an inductive (emerging from the data) theory that asserts that some research and study activities are mutually informative. The article describes the approach used to develop the theoretical construct in hopes that it will provide a deeper understanding of the relationship between research and studying behaviors and how academic libraries contribute to the greater academic landscape in ways not previously recognized. 相似文献
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Mary H. Mullins 《Journal of Teaching in Social Work》2017,37(4):309-321
Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to a student-centered approach proved an enjoyable experience for the students and the instructor as well. The learning method forces students into an active role in the classroom and allows the instructor to be the facilitator of the learning experience. Students are able to explore course content and gain valuable group skills in the process. 相似文献
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Jean Gwin Donna Troxell Martha Lane Freedle Kenneth R. Mullins Juanita Gentry 《Peabody Journal of Education》2013,88(2):91-95
Science Related to Life: Book Two, Heat and Health. By Reh. American Book Co., New York, 1932. Pp. 192. Embryology. By Mary T. Haeman. Philadelphia: Lea &; Febiger, 1932. Pp. 2–476. Educational Biology. By William H. Atwood and Elwood D. Heiss. Philadelphia: P. Blakiston's Son and Company, 1933. Pp. xiii + 475. Problems in Biology. By George W. Hunter. New York: American Book Company, 1931. Pp. v + 706. Practical Bacteriology. By T. J. Mackie and J. E. McCartney. New York: William Wood and Company, 1931. Pp. xv + 421. The Collection and Preservation of Animal Forms. By Morris M. Wells. Chicago: General Biological Supply House, 1932. Pp. 72. A Textbook of Histology. By J. Lewis Bremer. Philadelphia: P. Blakiston's Son &; Co., Inc. Pp. 568. Elementary Bacteriology. By Joseph E. Graves and Ethelyn O. Graves. Philadelphia: W. B. Saunders Company, 1932. Pp. 5–535. Directing Language Power in the Elementary School Child. By Caroline J. Trommer and Teresa A. Regak. New York: The Macmillan Company, 1933. Pp. xii + 497. Adventures, Book I; Trail Fires, Book II; Eastward Ho! Book III; Higher Levels, Book IV. By Grace Walker, Neli. F. Bartels and Mary E. Marye. (A series of work‐books) New York: Harcourt Brace and Company, 1932. Effective Instructional Leadership. By a Committee, Rudolph D. Lindquist, Chairman. New York: Columbia University, 1933. Pp. ix + 183. On Teaching English. By Howard Francis Seely. New York: American Book Company, 1933. Pp. xix + 391. My Life Book. By Neal Stoddard. Cincinnati: American Book Company, 1933. Pp. vi + 106. Fundamentals of Bookkeeping and Business. By Charles E. Bowman and Atlee L. Percy. Cincinnati: American Book Company, 1933. Pp. viii + 316. The New First Course in Home Making. By Maude Richman Calvert and Anne E. Richardson. Atlanta: Smith, Hammond and Company, 1932. Pp. xiii + 507. The Role of the Teacher in Personnel Work. By Ruth StranG. New York: Columbia University, 1932. Pp. xv + 332. An Orientation Course in Education. By Joseph S. Butterweck and J. Conrad Seegers. New York: Houghton Mifflin Company, 1933. Pp. vi + 392. Education and Certification of Elementary Teachers. Frank P. Bachman. Field Study No. 5 of the Division of Surveys and Field Studies, Peabody College. Modern School Administration—Its Problems and Progress. By John C. Almack. New York: Houghton Mifflin Company, 1933. Pp. viii + 382. The Evolving Common School. By Henry C. Morrison. Cambridge: Harvard University Press, 1933. Pp. 62. State Scholarship Students at Hunter College of the City of New York. By Adele Bii dwrsee. New York: Columbia University, 1932. Pp. xii + 138. Teaching History in the High School. Mary E. Peck. Published by the State Teachers College, Farmville, Virginia, 1933. Forward Steps in Thinking and Writing. Wilson‐Rubado‐Scovlle and Johnson. Silver Burdett &; Co., 1933. A Point Scale of Performance Tests. By Grace Arthur. New York: The Commonwealth Fund, 1933. Pp. xi + 106. Principles of Genetics. By Edmund W. Sinnott and L. C. Dunn. New York: McGraw‐Hill Book Company, Inc., 1932. Pp xvi + 441. New High School Arithmetic—Revised. By Webster Wells and Walter W. Hart. New York: D. C. Heath and Company, 1933. Pp. viii + 357. Teacher Absence and Leave Regulations. By William D. Kuhlman. New York: Columbia University, 1933. Pp. viii + 75. Co‐operative Citizenship. By Joseph Irvin Arnold. Evanston, Ill.: Row, Peterson and Co., 1933. Pp. lii + 716. Stimulation of Educational Undertakings. By J. Wayne Whightstone. New York: Columbia University, 1933. Pp. viii + 76. Biology and Human Welfare (New Edition). By James Edward Peabody and Arthur Ellsworth Hunt. New York: The Macmillan Company, 1933. Pp. xii + 658. 相似文献
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Jamie M. Ostrov Greta M. Massetti Kirstin Stauffacher Stephanie A. Godleski Katie C. Hart Kathryn M. Karch Adam D. Mullins Emily E. Ries 《Early childhood research quarterly》2009
A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation. 相似文献