Examining engagement and achievement in learners with individual needs through robotic-based teaching sessions     

Thomas Hughes-Roberts  David Brown  Penny Standen  Lorenzo Desideri  Marco Negrini  Aziz Rouame  Massimiliano Malavasi  George Wager  Conor Hasson 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2736-2750

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Quertle: The Conceptual Relationships Alternative Search Engine for PubMed     

Penny Coppernoll-Blach 《Journal of the Medical Library Association》2011,99(2):176-177

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The relation of attachment security to adolescents' paternal and peer relationships, depression, and externalizing behavior   总被引：5，自引：2，他引：3  

Allen JP  Porter M  McFarland C  McElhaney KB  Marsh P 《Child development》2007,78(4):1222-1239

The relation of attachment security to multiple domains of psychosocial functioning was examined in a community sample of 167 early adolescents. Security of attachment organization, assessed using the Adult Attachment Interview, was linked to success in establishing autonomy while maintaining a sense of relatedness both with fathers and with peers, even after accounting for predictions from qualities of the mother-teen relationship. Growth curve analyses revealed links of insecurity to increasing patterns of externalizing behavior and higher and stable patterns of depressive symptoms across adolescence. Implications for a developing theory of the connections of the attachment system to multiple domains of functioning in adolescence are discussed.  相似文献   

Discouraging Cheating     

Richard Fogg 《Clearing house (Menasha, Wis.)》2013,86(7):329-331

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Articulating pedagogical principles for early years education     

Penny Munn 《International Journal of Early Years Education》2009,17(1):1-2

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The ‘universal’ child in local contexts     

Penny Munn Editor 《International Journal of Early Years Education》2008,16(3):187-188

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Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish‐Speaking Children: Similarities and Differences     

Alexandra Gottardo  Penny Collins  Iuliana Baciu  Robert Gebotys 《Learning disabilities research & practice》2008,23(1):11-24

We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish‐speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second grade while vocabulary scores were more stable. Binary logistic regressions examined variables related to classifications of consistently average, consistently low, or improving on reading or vocabulary across grades. Good L2 phonological short‐term memory and phonological awareness scores predicted good reading and vocabulary scores. L1 and L2 measures differentiated consistently good performers from consistently low performers, while only L2 measures differentiated children who improved from children who remained low performers. Children who are EL should be screened on measures of pseudoword repetition and phonological awareness with low scorers being good candidates for receiving extra assistance in acquiring L2 vocabulary and reading. This study suggests measures that can be used to select children who have a greater likelihood of experiencing difficulties in reading and vocabulary.  相似文献   

Preparing Graduate Teaching Assistants to Assist Biology Faculty     

Hammrich  Penny L. 《Journal of Science Teacher Education》2001,12(1):67-82

Journal of Science Teacher Education -  相似文献   

How reading research can inform mathematics difficulties: the search for the core deficit     

Chiappe P 《Journal of learning disabilities》2005,38(4):313-317

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The effect of rating augmentation on inter-rater reliability: An empirical study of a holistic rubric     

Jim Penny  Robert L. Johnson  Belita Gordon 《Assessing Writing》2000,7(2):163

A two-stage process by which a holistic rubric is applied to the assessment of open-ended items, such as writing samples, is defined. The first stage involves scoring a performance by the assignment of an integer rating that is congruent with the proficiency level that is exhibited in the performance. The second stage is the subsequent assignment by the rater of an augmentation that indicates whether or not the writing competency reflected in the paper is a bit higher or lower than the competency level reflected in the benchmark paper for the given proficiency level. If the rater feels that the paper represents benchmark proficiency for the given level, no augmentation is assigned to the rating. The results of this study indicate that the use of rating augmentation can improve the inter-rater reliability of holistic assessments, as indicated by generalizability phi coefficients, correlation coefficients, and percent agreement indices. Implications and suggestions for follow-up research are discussed.  相似文献