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Conclusions Collecting, collating, presenting and disseminating information are key success areas for information centers. This is where
many organizations either gain or lose competitive advantage. Information not managed professionally and constructively has
little value. It remains inaccessible, and its existence unknown. In this sense ILEIA has profiled itself in such a way that
it has maintained its capacity to continue the strategic collection of grey literature and to retain a status which has ensured
and is recognized as having a special niche in development-orientated publishing and information exchange. ILEIA has been
successful in collecting and disseminating information during the 20 years of its existence. The main reasons for this success
must be sought in the methodology underlying the editorial approach and the continuous attention that has been given to networking
and profiling ILEIA's activities. 相似文献
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Wilma C.M. Resing Erika Tunteler Froukje M. de Jong Tirza Bosma 《Learning and individual differences》2009,19(4):445-450
Our study aim was to examine whether ethnic-minority children would show different change patterns to indigenous children when presented with a seriation task within a dynamic testing context based on graduated prompt-techniques. We hypothesized that both Dutch-indigenous and ethnic-minority children would employ more sophisticated strategies after graduated prompt-training compared with untrained control-group children, and that trained ethnicity groups would show different progression paths from pre- to posttest. We also hypothesized that ethnic-minority and Dutch-indigenous children would progress differently in types of strategies over the course of their training, and that they would differ in number and type of instructions needed; i.e., whether various learning patterns could be detected. We further examined which variables predicted strategy-level best. Dynamically tested children changed their strategy behavior into the direction of a more advanced strategy; this change was the largest for the initial weaker scoring ethnic-minority children. These children also initially needed more but progressively needed less cognitive hints than Dutch-indigenous children during training. The graduated prompts approach we made use of clearly unfolds possibilities to detect and describe strong and weaker points in each child's solving processes before, during and after training. With a short intervention it appeared possible to describe how many prompts when and what type of prompts a child needed during training, i.e. to describe “the learning while tested” process. 相似文献
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Lydia Laninga-Wijnen Zeena Harakeh Claire F. Garandeau Jan K. Dijkstra René Veenstra Wilma A. M. Vollebergh 《Child development》2019,90(5):e637-e653
This study examined the coevolution of prosocial and aggressive popularity norms with popularity hierarchy (asymmetries in students’ popularity). Cross-lagged-panel analyses were conducted on 2,843 secondary school students (Nclassrooms = 120; Mage = 13.18; 51.3% girls). Popularity hierarchy predicted relative change in popularity norms over time, but not vice versa. Specifically, classrooms with few highly popular and many unpopular students increased in aggressive popularity norms at the beginning of the school year and decreased in prosocial popularity norms at the end of the year. Also, strong within-classroom asymmetries in popularity predicted relatively higher aggressive popularity norms. These findings may indicate that hierarchical contexts elicit competition for popularity, with high aggression and low prosocial behavior being seen as valuable tools to achieve popularity. 相似文献
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Annelies Kepper Ina Koning Wilma Vollebergh Karin Monshouwer 《Learning disabilities research & practice》2014,29(4):139-149
This study investigated the age of onset of substance use among 536 students with mild academic disabilities and 906 students without academic disabilities, and the extent to which emotional, conduct, and hyperactivity problems explain the differences between these two groups. Using discrete‐time survival analysis, the results of this study showed that students with a mild academic disability were not at higher risk for the onset of daily smoking, and were at a significantly lower risk for the onset of weekly alcohol use and cannabis use. Though students with a mild academic disability displayed higher scores on conduct, emotional, and hyperactivity problems compared with their counterparts without an academic disability, this was not reflected in an increased risk for early onset substance use. 相似文献
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This study surveyed a sample of 188 elementary teachers with respect to their preference for information regarding educational planning, in particular information captured with dynamic testing procedures. The influence of teachers’ experience and sense of efficacy on teachers’ preferences was also investigated. Results indicated teachers’ preferences for dynamically gathered information regarding children’s learning processes, next to standard information such as a diagnosis. Appreciation for dynamic testing information appeared to be relatively higher for those teachers with longer teaching experience, but not related to teachers’ sense of efficacy. Findings are discussed with regard to their implications for both diagnostic and teaching practices. 相似文献
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Wilma Leslie Garnett 《Journal of Experimental Education》2013,81(1):29-34
The purpose of this experiment was to determine the differential emotional reactions of students to positive, neutral, and negative affect in nonverbal teacher behavior. Responses were studied across two grade levels and across race. A stratified random sample of 120 students was selected and randomly assigned to experimental conditions. Emotional reactions were measured by a semantic differential. Analysis of variance and Tukey post hoc tests showed that black second graders evaluated the neutral teacher most positively, while white second graders and sixth graders of both races tended to evaluate the positive teacher most positively. 相似文献
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Wilma J. Henry Michelle A. Mitcham Lynette M. Henry 《Journal of College Counseling》2013,16(2):176-190
This article examines the challenges faced by nontraditional college students who are coparents as a result of divorce. The need for college counseling centers to have counseling options designed to assist this special population in successfully completing their academic pursuits is presented. Conflict resolution techniques based on the Parenting Coordination model are offered to help these students deal with the challenges of coparenting responsibilities. 相似文献