Developing Contemporary Literacies and Fostering Multicultural Education Through Sports Literature     

Shelly Shaffer 《Multicultural Perspectives》2017,19(2):122-128

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Bringing Out the Best in Our Students     

Shelly J. Schmidt 《Journal of Food Science Education》2016,15(1):3-4

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Effects of the TWA strategy on expository reading comprehension of students with autism     

Sarah Howorth  Christopher Lopata  Marcus Thomeer  Jonathan Rodgers 《British Journal of Special Education》2016,43(1):39-59

High‐functioning students with autism spectrum disorder (ASD) have been shown to have significant reading comprehension difficulty. This multiple baseline study examined the effect of the think before reading, think while reading, and think after reading (TWA) strategy on expository text comprehension of four boys with ASD. Following baseline, each student received six sessions of TWA instruction. Data were collected on retell and comprehension question accuracy during the baseline, intervention and maintenance phases. Results supported the effectiveness of TWA as a reading strategy to increase the expository text comprehension of students with ASD. Effects during the intervention phase were immediate and consistent for comprehension questions, with greater variability observed for retell. Data collected at maintenance suggested that the gains were sustained for both comprehension questions and retell.  相似文献   

Great Teaching Is Like an Onion          下载免费PDF全文

Shelly J. Schmidt 《Journal of Food Science Education》2017,16(2):38-40

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Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course          下载免费PDF全文

P. Gizem Gezer-Templeton  Emily J. Mayhew  Debra S. Korte  Shelly J. Schmidt 《Journal of Food Science Education》2017,16(1):28-36

Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits.  相似文献   

Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability   总被引：1，自引：0，他引：1  

Paige C. Pullen  Elizabeth D. Tuckwiller  Kristen Ashworth  Shelly P. Lovelace  Deanna Cash 《Learning disabilities research & practice》2011,26(3):145-157

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STUDENT EXPERIENCES WITH MULTICULTURAL AND DIVERSITY EDUCATION     

William E. Piland  Shelly Hess  Alexandria Piland 《Community College Journal of Research & Practice》2013,37(7):531-546

This study of 434 students enrolled at seven southern California community colleges investigated student learning experiences in courses with multicultural and diversity content. Student perceptions of (a) what was learned in courses with multicultural and diversity content, (b) feelings about themselves when learning these types of content, (c) the values learned, (d) the amount of learning achieved, (e) feelings about the teacher, and (f) desire for more courses with multicultural and diversity content were identified. Some research has demonstrated that community colleges are doing very little to provide multicultural educational experiences for students. However, to date, there have been no comprehensive studies of community college students' experiences with multicultural and diversity education. Results of this study indicated that community college students desire courses with multicultural and diversity content. Students' learning experiences are enriched when courses contain these types of content. Although women and members of minority groups are most desirous of multicultural and diversity content, White male students need the experiences. The values taught in these courses seem to enhance the understanding of differences. Although learning about gays and lesbians is problematic for some, students do want to learn more about diversity than what frequently is associated with ''culture.'' Along with multicultural content, information concerning gender, sexual orientation, ageism, classism, and disabilities should be infused into college curricula.  相似文献   

Assessing physicians' intentions to talk about sex when they vaccinate nine-year-old to 15-year-old girls against HPV     

Natoshia M. Askelson  Shelly Campo  Sandi Smith  John B. Lowe  Leslie Dennis  Julie Andsager 《Sex education》2013,13(4):431-441

The human papillomavirus (HPV) vaccine provides physicians with an opportunity to have conversations with girls about sex and sex-related topics. Current research suggests that these conversations are not happening. This study was designed to assess whether physicians would use the HPV vaccination as an opening to communicate with nine-year-old to 15-year-old female patients about sex using the Theory of Planned Behavior as a framework. The study also assessed what sexual health topics physicians were willing to discuss when they vaccinated patients and at what ages they would be willing to discuss each topic. Differences in communication were also examined between older and younger physicians and female and male physicians. A random sample (n = 207) of all family practice and pediatric physicians in a rural, Midwest state in the USA were mailed a survey about the HPV vaccine and their intentions to talk about sex-related topics. Specifically, the survey questions assessed the theoretical constructs: attitudes, subjective norms, and perceived behaviour control. The results point to physicians' intentions to talk about sex when they vaccinate. Most physicians intended to talk about sexually transmitted infections when they vaccinate against HPV (90.3%). A multivariate linear regression reveals that physicians' intentions to talk about sex are influenced by attitudes (β = 0.18, p < 0.05), subjective norms (β = 0.53, p < 0.001), and perceived behavioural control (β = 0.15, p < 0.05). Physicians intended to talk about a variety of sex-related topics when they vaccinate nine-year-old to 15-year-old girls against HPV. The research indicated that physicians' intentions were high, but do not indicate how well physicians are prepared for this communication with nine-year-old to 15-year-old girls about sex.  相似文献   

The roles of value predispositions,communication, and third person perception on public support for censorship of films with homosexual content     

Shirley S. Ho  Benjamin H. Detenber  Shelly Malik  Rachel L. Neo 《亚洲交流杂志》2013,23(1):78-97

This study aims to examine the roles of value predispositions, communication, and third person perception on public support for censorship of films with homosexual content in Singapore. Findings from a nationally representative telephone survey of adults showed that the majority of Singaporeans supported stricter censorship of films with homosexual characters. Conformity to norms, intrinsic religiosity, and Asian orientation were positively associated with public support for censorship. Media exposure and perceived negative media effects on self were negatively associated with public support for censorship. Our results supported the perceptual component but not the behavioral component of the third person effect.  相似文献   

Library Technical Services: Key Ingredients in the Recipe for a Successful Institutional Repository     

James R. Rodgers  Tammy Sugarman 《期刊图书馆员》2013,64(1):80-86

For years, academic institutions have established and maintained institutional repositories (IRs) to collect, preserve, and showcase their institution's research and scholarly output. Tammy Sugarman, Associate Dean for Collections at Georgia State University Library, presented “Library Technical Services: Key Ingredients in the Recipe for a Successful Institutional Repository” at the Mississippi State University Libraries eResource & Emerging Technologies Summit held at Mississippi State University, Mitchell Memorial Library on August 3, 2012. Sugarman provided historical background on IRs and explored the professional and organizational changes taking place in academic libraries to support IR programs, focusing on contributions of technical services units.  相似文献