Constructivist Early Childhood Teachers Through Project Construct     

Sharon Ford Schattgen 《Journal of Early Childhood Teacher Education》2013,34(2):34-42

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Retell as an Indicator of Reading Comprehension     

Deborah K. Reed  Sharon Vaughn 《Scientific Studies of Reading》2013,17(3):187-217

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K–12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument.  相似文献   

First‐Generation Undergraduate Students' Social Support,Depression, and Life Satisfaction     

Sharon Rae Jenkins  Aimee Belanger  Melissa Londoño Connally  Adriel Boals  Kelly M. Durón 《Journal of College Counseling》2013,16(2):129-142

First‐generation undergraduate students face challenging cross‐socioeconomic cultural transitions into college life. The authors compared first‐ and non‐first‐generation undergraduate students’ social support, posttraumatic stress, depression symptoms, and life satisfaction. First‐generation participants reported less social support from family and friends, more single‐event traumatic stress, less life satisfaction, and marginally more depression symptomatology than non‐first‐generation participants, but significant generation–gender interactions showed first‐generation women doing worse and first‐generation men doing better than others.  相似文献   

Teaching in Early Care and Education     

Stacie G. Goffin  Sharon Ryan 《Early education and development》2013,24(1):165-167

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Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children     

Sharon Vaughn  Rebecca Zumeta  Jeanne Wanzek  Bryan Cook  Janette K. Klingner 《Learning disabilities research & practice》2014,29(3):90-92

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Where Do Facts Matter? The Digital Paradox in Magazines’ Fact-checking Processes     

Susan Currie Sivek  Sharon Bloyd-Peshkin 《Journalism Practice》2019,13(8):998-1002

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A Longitudinal Study on Stability and Transitions Among Bullying Roles     

Izabela Zych  Maria M. Ttofi  Vicente J. Llorent  David P. Farrington  Denis Ribeaud  Manuel P. Eisner 《Child development》2020,91(2):527-545

Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.  相似文献   

Cross‐national contexts and social inequality in public schools,families and caring institutions     

Sharon Tettegah 《British Journal of Sociology of Education》2005,26(3):429-433

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The Decline of Circulation: Reversing the Trend through Technology Checkout     

Sharon Holderman 《The Journal of Academic Librarianship》2017,43(5):451-453

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Sexual Minority Health: A Bibliography and Preliminary Study of the Book Literature     

Sharon A. Weiner 《Medical reference services quarterly》2017,36(1):49-61

The literature on health in people who identify as sexual minorities is scattered in many types of resources and disciplines. To help address the need for relevant, well-organized information for lesbian, gay, bisexual, and transgender people and health care providers, this study first identified books published in a ten-year period and then examined the topics, the number of books published per year, most prolific authors, and primary publishers. A wide range of publishers published a relatively small number of books (521). Most were about mental health or relationships and 24% were personal accounts. There were many subject deficiencies in the published book corpus.  相似文献