Confessions of a Late Bloomer: Use and Acceptance of an E-Books Program in an Undergraduate Library     

Molly Olney-Zide  Laura Eiford 《期刊图书馆员》2015,68(1-4):307-317

Although e-books date back to the 1970s, the peak of academic adoption was in the early to mid-2000s. At the beginning of the 2012/2013 academic year, the Franklin & Marshall (F&M) College Library had roughly 500,000 print volumes cataloged and only 12 e-books. By the end of that year, the catalog contained approximately 120,000 e-books. In February 2014, the F&M College Library conducted a campus-wide survey about e-books. By comparing these results with F&M’s usage statistics, the Library found practical suggestions on how to improve current acceptance and usage of e-books.  相似文献   

When kids act out: a comparison of embodied methods to improve children's memory for a story          下载免费PDF全文

Molly Berenhaus  Jane Oakhill  Jennifer Rusted 《Journal of Research in Reading》2015,38(4):331-343

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‘Doing’ Persuading: Actively Constructing Knowledge,Voice and Self     

Molly Davies 《Changing English: An International Journal of English Teaching》2018,25(3):264-274

I explore a series of incidents in my English classroom, which occurred while I was preparing my students for their high-stakes GCSE English Language exam (‘Paper 2: Writers’ viewpoints and perspectives’). I thereby attempt to confront some of my own failings and biases with regard to non-fiction and the teaching of persuasive writing in particular, as well as to unleash the huge potential I now believe it offers, when combined with the multi-voiced space of a classroom, for creative play and the productive skills of English. In doing so I argue, drawing on Vygotskian notions of the internalisation of concepts and the developmental benefits of play, that in order for truly ‘productive’ learning to occur, students need agency and a sense of empowerment to construct knowledge together, and to experiment with and develop their understanding of and flexibility with their own ‘voice’.  相似文献   

The Language Environment of Toddlers in Center-based Care versus Home Settings     

Ann D. Murray  Bronwyn S. Fees  Linda K. Crowe  Molly E. Murphy  Amanda L. Henriksen 《Early Childhood Education Journal》2006,34(3):233-239

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Mobility as a Mediator of the Effects of Child Maltreatment on Academic Performance   总被引：3，自引：0，他引：3  

John Eckenrode  Elizabeth Rowe  Molly Laird  Jacqueline Brathwaite 《Child development》1995,66(4):1130-1142

This study examined the role of residential and school mobility as a mediator between child maltreatment and academic outcomes. Using a sample of 711 maltreated and nonmaltreated children ranging from 5 to 15 years old matched on gender, grade, school, and socioeconomic status, path analytic techniques were employed to assess direct and indirect effects of maltreatment on recent achievement test scores, current grades, and grade repetitions. The results indicated that mobility did help account for the effects of maltreatment on each of the outcomes. For grades in English/reading, 32.7% of the effect of maltreatment was accounted for by amount of mobility, while for test scores and grade repetitions the numbers were 14.6% and 19.1%, respectively.  相似文献   

Problem-solving in a case-based course: Strategies for facilitating coached expertise     

Donald A. Stepich  Peggy A. Ertmer  Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67

This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37 students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within a case-based course.  相似文献   

Correlates of dementia-related anxiety: self-perceived dementia risk and ageism     

Stacy Yun  Molly Maxfield 《Educational gerontology》2020,46(9):563-574

ABSTRACT

As public awareness of and exposure to Alzheimer’s disease and related dementias (ADRD) have increased worldwide, the fear of developing ADRD, or dementia-related anxiety (DRA), is expected to increase as well. It was hypothesized that at least part of what makes dementia so anxiety-provoking is the association of ADRD with older adults, an often stigmatized group. To test this hypothesis, two online studies examined how ageist beliefs contribute to DRA; the roles of ADRD-related factors, such as self-perceived risk and personal exposure, were also examined. Study 1 included university students (n = 295, age range: 18 to 58 years, M_age  = 21.16, SD_age  = 4.85) to determine what factors may contribute to young adults’ DRA. Study 2 included adults of all ages (n = 352, age range: 18 to 81 years, M_age  = 37.85, SD_age  = 12.88) to determine whether Study 1 results were replicable among adults of all ages. Hierarchical multiple regressions were used. Results from both studies demonstrated that being female and having higher self-perceived dementia risk and benevolent ageism uniquely explicated higher levels of DRA. Within Study 2, significant relationships for both benevolent and hostile ageism were observed, suggesting that diverse negative attitudes toward older adults are associated with DRA. It is possible that strong ageist attitudes stigmatize older adults as those who are forgetful and this may contribute to DRA, as age is a major risk factor for developing dementia. Study limitations and directions for future research are discussed.  相似文献   

“Please Bear with me a Moment as I Write About Sports”: Addressing the Dearth of Sport Scholarship in General,High-Impact Higher Education Journals     

Foster  Sayvon J. L.  Springer  Daniel  Harry  Molly 《Innovative Higher Education》2022,47(2):175-200

Innovative Higher Education - The presence of research regarding specific student populations demonstrates their importance to the field given the importance of research and knowledge creation in...  相似文献   

The accountability era in US teacher education: looking back,looking forward     

Marilyn Cochran-Smith  Megina Baker  Stephani Burton  Wen-Chia Chang  Molly Cummings Carney  M. Beatriz Fernández 《欧洲师范教育杂志》2017,40(5):572-588

Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.  相似文献   

Infusing technology as recommended by the international society for technology in education’s national educational technology standards for teachers (NETS.T)     

Molly Weinburgh  Sunya Collier  Mark Rivera 《TechTrends》2003,47(4):43-46

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