A Review of: “HANDBOOK OF GERIATRIC ASSESSMENT (4th ed.)”     

Reviewed by Carolyn Peck 《Educational gerontology》2013,39(9):802-803

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Amount,content and context of infant media exposure: a parental questionnaire and diary analysis     

Rachel Barr  Catherine Danziger  Marisa E. Hilliard  Carolyn Andolina  Jenifer Ruskis 《International Journal of Early Years Education》2010,18(3)

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Methodological Issues in Cross-Syndrome Comparisons: Matching Procedures, Sensitivity (Se), and Specificity (Sp)     

Carolyn B. Mervis  & Byron F. Robinson 《Monographs of the Society for Research in Child Development》1999,64(1):115-130

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The Tutoring Network: A unique nonprofit educational/civic/professional organization     

Carolyn D. Cowen 《Annals of dyslexia》1985,35(1):209-218

The Tutoring Network is a nonprofit organization that emphasizes rigorous screening of educational therapists and careful matching of their expertise with the needs of learning-disabled students. It operates a clearinghouse for information pertinent to learning disabilities and strives to facilitate better communication among professionals concerned with the learning-disabled. This paper chronicles the birth and growth of The Tutoring Network and explores possibilities for replication.  相似文献   

Reading and Writing Intervention for Older Students with Disabilities: Possibilities and Challenges     

Carolyn A. Denton  Sharon Vaughn 《Learning disabilities research & practice》2008,23(2):61-62

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Artful Language: Academic Writing for the Art Student     

Linda Apps  Carolyn Mamchur 《The International Journal of Art & Design Education》2009,28(3):269-278

The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice‐based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that neither is subjugated and both are fully realised. Helping students to revision art and writing as similar creative processes that can be structured around a framework designed to address both processes can override the conception that writing and art are polarising forces. This article describes one such framework that was found to be effective from both the perspective of the professor and the student in fleshing out the heart of both artistic processes and finding an integrating structure that moves a thesis to fruition.  相似文献   

‘Bald and unconvincing narrative’*— Defending the house of cards     

Carolyn Hicks 《Journal of Research in Reading》1987,10(2):165-168

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Exploring Podcast Adoption Intention via Perceived Social Norms,Interpersonal Communication,and Theory of Planned Behavior     

Yi Mou  Carolyn A. Lin 《广播与电子媒介杂志》2015,59(3):475-493

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Mini managers: Children strategically divide cognitive labor among collaborators,but with a self-serving bias     

Carolyn Baer  Darko Odic 《Child development》2022,93(2):437-450

Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016–2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided questions about numbers between two partners. By 7 years, children allocated difficult questions to the skilled partner (Experiment 1, d = 1.42; Experiment 2, d = 0.87). However, younger children demonstrated a self-serving bias, choosing the easiest questions for themselves. Only when engaging in a third-party collaborative task did 5-year-olds assign harder questions to the more skilled individual (Experiment 3, d = 0.55). These findings demonstrate early understanding of strategic collaboration subject to a self-serving bias.  相似文献   

‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献