Discovery     

Marie Reynolds Rodgers 《Peabody Journal of Education》2013,88(3)

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Instruction in secondary cotaught classrooms: Three elements,two teachers,one unique approach     

Margaret P. Weiss  Wendy J. Rodgers 《Psychology in the schools》2020,57(6):959-972

Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence-based practices from special education and specially designed instruction. Examples are included and discussed.  相似文献   

Scaling and Sustaining an Intervention: The Case of Reading Recovery     

Emily Rodgers 《Journal of Education for Students Placed at Risk》2016,21(1):10-28

ABSTRACT

In every school district across the country, every year, initiatives are adopted with the goal of improving the literacy performance of young students, and, just as frequently, these initiatives fail or quickly become passing fads. In this article, Rodgers reviews literature related to scaling educational innovations and describes challenges and barriers to implementing and maintaining evidence-based reform. Using Reading Recovery as a case example, she describes features of the intervention that are thought to be linked to its longevity in terms of scalability and sustainability. She also shares lessons learned from the most recent period of its expansion with the 5-year grant to scale up Reading Recovery across the county. Implications from this article include the importance of adopting an initiative that has a well-articulated design, collecting data on the progress of the students served, and having a person in the district who acts as a redirecting agent, maintaining the design of the initiative and guarding it against tendencies to pare down the design.  相似文献   

希望之歌     

Shelly Guidotti 《海外英语》2008,(9):44-45

大连工业大学职业技术学院刘克编译在我因昏迷而丧失知觉之时,从收音机里传出来的一首希望之歌帮我走出了地狱之门.……  相似文献   

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course   总被引：1，自引：1，他引：0  

Dawn M. Bohn  Shelly J. Schmidt 《Journal of Food Science Education》2008,7(1):5-13

ABSTRACT:  Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and mastery of the subject matter. The objectives of this study were to (1) create and implement 2 experiential learning activities in our introductory, large enrollment course and (2) evaluate their cognitive and affective impact on student learning. For the 1st activity, completed in class during the nutrition and health section, the instructional team asked the students to complete a dietary intake assessment. For the 2nd activity, completed via the course website, the instructional team asked the students to complete a food safety survey prior to the commencement of the food microbiology and processing section to assess the students' own personal food safety behaviors. The students were asked to evaluate both the cognitive and affective aspects of the experiential learning activities by completing a reflective questionnaire after participating in each activity. The majority of the students that participated in the experiential learning activities reported that the activities helped them learn the course material (97% for the dietary intake activity and 77% for the food safety activity) and that they liked participating in the activity (85% for the dietary intake activity) or were engaged by the activity (77% for the food safety activity). These results indicate that experiential learning activities can be successfully created for and implemented in large enrollment courses.  相似文献   

Human stones     

Allen L. Rodgers  Myron Spector 《Endeavour》1981,5(3):119-126

Stones occur in several parts of the human body—kidneys, bladder, prostate gland, gallbladder, salivary glands, pancreas. Although not regarded as life-threatening, they can be a source of considerable pain and discomfort. The world-wide occurrence of the various types of stone is such that many people are likely to be affected at one time or another, either directly or indirectly.  相似文献   

Understanding bullying and victimization during childhood and adolescence: a mixed methods study     

Guerra NG  Williams KR  Sadek S 《Child development》2011,82(1):295-310

In the present study, quantitative and qualitative data are presented to examine individual and contextual predictors of bullying and victimization and how they vary by age and gender. Two waves of survey data were collected from 2,678 elementary, middle, and high school youth attending 59 schools. In addition, 14 focus groups were conducted with 115 youth who did not participate in the survey. Changes in both bullying and victimization were predicted across gender and age by low self-esteem and negative school climate, with normative beliefs supporting bullying predicting increases in bullying only. Focus group comments provided insights into the dynamics of bullying, highlighting its connection to emergent sexuality and social identity during adolescence. Findings are discussed in terms of their implications for preventive antibullying interventions in schools.  相似文献   

Academic achievement in first-year university: who maintains their high school average?     

Maxine Gallander Wintre  Barry Dilouya  S. Mark Pancer  Michael W. Pratt  Shelly Birnie-Lefcovitch  Janet Polivy  Gerald Adams 《Higher Education》2011,62(4):467-481

The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity. Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated significant group differences between Maintainers and Decliners on familial variables (gender, fathers’ education level, but not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans, transition perception, time management and university adaptation). The current study addresses a gap in the existing academic achievement literature, while providing practical information to students, parents, and educators involved in the transition to university.  相似文献   

Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research     

Megan A. Sumeracki  Yana Weinstein-Jones  Cynthia L. Nebel  Shelly J. Schmidt 《Journal of Food Science Education》2019,18(3):59-66

For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.  相似文献   

Librarians collaborating with nurses     

Henderson HE  Crabtree AB  Lewis JM  Wensel LM 《Medical reference services quarterly》2006,25(4):55-63

Nurses have the potential to be one of the largest groups of users a medical library can serve. In recognition of this fact, librarians at St. John's Health System embarked on a journey to collaborate with nurses and increase this group's use of the medical library. In 2004, a nursing outreach plan was developed by librarians, with input from non-physician health care employees. The nursing outreach plan will be reviewed along with the barriers and successes encountered during implementation of the plan. Innovative strategies for reaching nursing personnel were accomplished by partnering with nurses to reach nurses.  相似文献