Using central registers to monitor and guide child abuse treatment activities     

Jay Olson  Douglas J. Besharov 《Child abuse & neglect》1979,3(1):151-156

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Making On-line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions     

Wendy K. Adams  Hisham Alhadlaq  Christopher V. Malley  Katherine K. Perkins  Jonathan Olson  Fahad Alshaya  Saleh Alabdulkareem  Carl E. Wieman 《Journal of Science Education and Technology》2012,21(1):1-10

The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available in many different languages, including working with: languages written right-to-left, different character sets, and different conventions for expressing equations, variables, units and scientific notation.  相似文献   

Listen,listen, listen and listen: building a comprehension corpus and making it comprehensible     

Owen G. Mordaunt  Daniel W. Olson 《Educational studies》2010,36(3):249-258

Listening comprehension input is necessary for language learning and acculturation. One approach to developing listening comprehension skills is through exposure to massive amounts of naturally occurring spoken language input. But exposure to this input is not enough; learners also need to make the comprehension corpus meaningful to their learning experience.  相似文献   

The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents     

Joanne K. Olson 《Science & Education》2018,27(7-8):637-660

Understanding the nature of science (NOS) has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes (such as chart column headers or footnotes), and NOS statements found in ancillary text (e.g., introductory material or appendices). Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students.  相似文献   

Development of methodologic tools for planning and managing library services. I. Project goals and approach     

R H Orr  V M Pings  I H Pizer  E E Olson 《Bulletin of the Medical Library Association》1968,56(3):235-240

In July 1966, the Institute for Advancement of Medical Communication began work on a project aimed at developing methods for collecting objective data suitable for planning and guiding local, regional, and national programs to improve biomedical libraries and the biomedical information complex. This article constitutes an introduction to a series of reports on the methodologic tools that have been developed. It describes the overall purpose and initial goals of the project, gives the general plan of the work, and presents five basic concepts that underlie the project's approach and structure the entire effort.  相似文献   

Mining the human sciences: Some relations between hermeneutics and epistemology     

David R. Olson 《Interchange》1986,17(2):159-171

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A discussion     

Wes Cragg  John Leyerle  Gordon Slemon  David Olson  Jack Stevenson  Bob Czerny 《Interchange》1983,15(1):126-147

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Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills     

Erik G. Willcutt  Rebecca S. Betjemann  Sally J. Wadsworth  Stefan Samuelsson  Robin Corley  John C. DeFries  Brian Byrne  Bruce F. Pennington  Richard K. Olson 《Reading and writing》2007,20(1-2):103-125

Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences.  相似文献   

Aboriginal literacy     

David R. Olson 《Interchange》1994,25(4):389-394

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Development of the metalanguage and the acquisition of literacy: A progress report     

Nancy Torrance  David R. Olson 《Interchange》1987,18(1-2):136-146

In this paper we examine the relation between literacy, broadly conceived, and children's understanding of a set of concepts for representing language and meaning, primarily the concepts of what a text says as opposed to the interpretations one may make of that text. We refer to these concepts as the say/mean distinction. A series of studies are reported on children's developing understanding of this distinction and its implications for their progress in reading and interpreting texts. These studies indicate that while such interpretive distinctions are indeed important and while they are related to literate competence generally, it is a mistake to assume that they are strictly associated with the practices of learning to read and write. Far from being identified with reading and writing skills, these concepts appear to be a part of the general orientation to language and to forms of thought that are of particular relevance to a literate society. Consequently, they are acquired as much from the oral practices of literate parents as from the actual activities of reading and writing.This project was funded jointly by SSHRC and the Ontario Ministry of Education under its Block Transfer Grant to OISE.  相似文献