Training for invisibility     

Bennett H. Berman 《Performance Improvement》1980,19(3):16-21

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Social media listening and Title IX training crisis: Implications for discourse of renewal     

Joseph P. Mazer  Iaroslava Dutchak  Jason Bennett Thatcher 《Communication Teacher》2017,31(3):125-130

Courses: Undergraduate or graduate organizational/crisis communication or public relations courses

Objective: The goal for this single class activity is for students to apply discourse of renewal to an organizational crisis fueled through social media.  相似文献   

Problems of microphotography     

Bennett MA  Litchfield DH 《Bulletin of the Medical Library Association》1989,77(4):342

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Vitamin therapy and children with Down syndrome: a review of research     

J B Pruess  R R Fewell  F C Bennett 《Exceptional children》1989,55(4):336-341

The claim that large doses of vitamin-mineral supplements benefit mentally retarded children has captured the attention of the general public and the medical profession. A study by Harrell, Capp, Davis, Pearless, and Ravitz (1981) reported increases in IQ and improvements in behavior among mentally retarded subjects (one third of whom were children with Down syndrome) receiving nutritional supplementation. However, subsequent studies, focusing exclusively on children with Down syndrome and using less flawed research designs, have demonstrated that vitamin therapy is not useful for members of this population.  相似文献   

Development of an Instrument to Measure Undergraduates’ Nanotechnology Awareness, Exposure, Motivation, and Knowledge   总被引：1，自引：1，他引：0  

Melissa A. Dyehouse  Heidi A. Diefes-Dux  Deborah E. Bennett  P. K. Imbrie 《Journal of Science Education and Technology》2008,17(5):500-510

There are many educational interventions being implemented to address workforce issues in the field of nanotechnology. However, there is no instrument to assess the impact of these interventions on student awareness of, exposure to, and motivation for nanotechnology. To address this need, the Nanotechnology Awareness Instrument was conceptualized. This paper is a progress report of the instrument development process. Version 1 of the instrument was administered to 335 first-year students majoring in food and agriculture fields in a pre–post fashion relative to a brief exposure to nanotechnology in the classroom. Following item analysis of Version 1 responses, a revision of the instrument was completed. Version 2 was administered to 1,426 first-year engineering students for the purpose of conducting item and factor analyses. Results indicate that the Nanotechnology Awareness Instrument shows potential to provide valid information about student awareness of, exposure to, and motivation for nanotechnology. The instrument is not a valid measure of nano-knowledge and this subscale was dropped from the final version of the instrument. Implications include the use of the instrument to evaluate programs, interventions, or courses that attempt to increase student awareness of nanotechnology. Further study is necessary to determine how the Nanotechnology Awareness Instrument functions as a pre–post measure.  相似文献   

University Faculty Attitudes Toward Guns on Campus     

Katherine Bennett  John Kraft  Deborah Grubb 《Journal of Criminal Justice Education》2013,24(3):336-355

A number of states are currently reviewing legislation expanding handgun legislation, and studies examining the public's attitudes toward gun control legislation are abundant. This article examines attitudes of university faculty toward expanding the places where concealed handguns may be carried to include college campuses and churches. An opinion survey was administered to 287 faculty/administrators. Bivariate relationships are discussed, as well as three regression models examining the effects of six independent variables on support for current gun legislation, support for expanding concealed carry on college campuses, and support for expanding concealed carry in places of worship. Results showed that a substantial majority of faculty opposes such legislation, but support or opposition is significantly determined by political party and gun ownership.  相似文献   

I look forward to teaching     

Catherine Bennett  Elizabeth Coppedge  Glen Davis  John Myers  Thelma Sprow  Ruth Johnson 《Peabody Journal of Education》2013,88(4):194-203

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Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes     

Mo Zhang  Randy E. Bennett  Paul Deane  Peter W. van Rijn 《Educational Measurement》2019,38(2):14-26

This study compared gender groups on the processes used in writing essays in an online assessment. Middle‐school students from four grades responded to essays in two persuasive subgenres, argumentation and policy recommendation. Writing processes were inferred from four indicators extracted from students’ keystroke logs. In comparison to males, on average females not only obtained higher essay scores but differed from males in their writing processes. Females entered text more fluently, engaged in more macro and local editing, and showed less need to pause at locations associated with planning (e.g., between bursts of text, at sentence boundaries). That these differences were detected after controlling for essay scores suggests that they cannot be attributed solely to disparities in group writing skill.  相似文献   

Effects of Precision of Grading Systems on Learning a Fine Motor Skill     

Ian Charles Bennett  William J. Vincent  Chris J. Johnson 《Research quarterly for exercise and sport》2013,84(4):715-722

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Assessing pre‐university students through extended individual investigations: teachers’ and examiners’ views     

Fred Lubben  Judith Bennett Ramsden 《International Journal of Science Education》2013,35(7):833-848

This paper reports a study of the views of teachers and Examination Board staff on the introduction of individual investigative work into pre‐university (Advanced level) Chemistry courses in England. The move towards investigative work at this level represented a significant change in emphasis in the nature of assessed practical work in pre‐university courses, and was initially a feature of only two courses, the Salters’ Advanced Chemistry course and the Cambridge Modular Science course. In this study, data were collected through the use of interviews with selected teachers of the two courses, and also with key staff in the relevant Examinations Boards. The findings of the study suggest that both teachers and Examination Board staff view the move towards investigative work at this level as having a number of benefits for students, though teachers reported some difficulty with their joint roles of teacher and assessor.  相似文献