Graduate Students on Campus: Needs and Implications for College Counselors     

James M. Benshoff  Craig S. Cashwell  P. Clay Rowell 《Journal of College Counseling》2015,18(1):82-94

Graduate students compose an important segment of university and college populations. However, institutions of higher education often have not addressed adequately their status as adult students with different developmental and life issues and concerns. This article defines and describes the needs of graduate students, discusses implications, and makes recommendations for college counselors to more effectively address their range of needs.  相似文献   

Systems thinking: from heresy to practice     

Craig Johnson 《Action Learning: Research and Practice》2011,8(3):289-291

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Not So Cool     

Craig Callendar 《Metascience》2007,16(1):147-151

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Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task?     

Gareth Watson  Joe Butterfield  Ricky Curran  Cathy Craig 《Learning and Instruction》2010,20(1):84-93

Recent studies exploring the effects of instructional animations on learning compared to static graphics have yielded mixed results. Few studies have explored their effectiveness in portraying procedural-motor information. Opportunities exist within an applied (manufacturing) context for instructional animations to be used to facilitate build performance on an assembly line. The present study compares build time performance across successive builds when using animation, static diagrams or text instructions to convey an assembly sequence for a handheld device. Although an immediate facilitating effect of animation was found, yielding a significantly faster build time for Build 1, this advantage had disappeared by Build 3.  相似文献   

‘Makin’ Somethin’ Outta Little-to-Nufin’’: Racism,Revision and Rotating Records – The Hip-Hop DJ in Composition Praxis     

Todd Craig 《Changing English: An International Journal of English Teaching》2015,22(4):349-364

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Studying the Use of Peer Learning in the Introductory Computer Science Curriculum     

Craig E. Wills  Dorothy Deremer  Renee A. McCauley  Linda Null 《Computer Science Education》2013,23(2):71-88

This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum.  相似文献   

Global Communication and Television Across Europe     

Craig Allen Ph.D 《广播与电子媒介杂志》2013,57(2):391-393

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Dyslexics in time machines and alternate realities: thought experiments on the existence of dyslexics, ‘dyslexia’ and ‘Lexism’     

Craig Collinson 《British Journal of Special Education》2012,39(2):63-70

This article explores the possibility that ‘dyslexics’ can be thought of as being ‘othered’ and defined by the social norms and educational practices surrounding literacy; which can be termed ‘Lexism’. As such the author, Craig Collinson, a postgraduate academic support officer at Edge Hill University, presents ‘Lexism’ as a new concept that allows us to reconsider how dyslexics can be said to exist. In a persuasive and original article, Craig argues that dyslexics can be defined by the existence of Lexism rather than the more problematic concept of ‘dyslexia’. He seeks to achieve these ends through a series of thought experiments which suggest a different way of looking at what defines someone as dyslexic in order to suggest that when we talk of the inclusion or exclusion of dyslexic pupils we should be aware of the influence Lexism may have upon us.  相似文献   

A Focus on Career: Graduate Training in Counseling Psychology     

D. Craig Anderson 《Journal of Career Development》1998,25(2):101-110

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How do we create ASD‐friendly schools? A dilemma of placement          下载免费PDF全文

Craig Goodall 《Support for Learning》2015,30(4):305-326

Scope exists within the Northern Ireland (NI) education system to transform mainstream schools into autistic spectrum disorder (ASD)‐friendly environments. The efficacy of mainstream inclusion is discussed prior to discussing the creation of ASD‐friendly schools. The transformation of mainstream school environments is underpinned by concepts such as inclusive pedagogical approach, universal design for learning and learning without limits. These are discussed alongside strategies to enact core inclusive principles of equity, participation and belonging. However, the need for ASD‐specific approaches and schools is also recognised. Our perspectives as educators influence pedagogy, attitudes and approaches to educating autistic children. A social constructivist consciousness is fundamental to moving from deficit SEN rhetoric to creating enabling education for autistic young people. The question of how to achieve this is answered within this article. The use of identity‐first language is preferred by a large proportion of the autism community; therefore the term ‘autistic child’, rather than ‘child with autism’, is adopted throughout.  相似文献