It's Complicated: Spider‐Man 2's Reinscription of “Good” and “Evil” in Post‐9/11 America     

Jeanne Holland 《Journal of American culture (Malden, Mass. : 2003)》2012,35(4):289-303

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Same Gender Classes in Baltimore     

Spencer H. Holland 《Equity & Excellence in Education》2013,46(2-4)

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Bridges Over and Bedrock Beneath: The Role of Ballads in Sharyn McCrumb's Ballad Novels     

Linda J. Holland‐Toll 《Journal of American culture (Malden, Mass. : 2003)》2006,29(3):337-344

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Disciplined Intelligence Brought to Bear on Social Problems     

Laura J. Holland 《Equity & Excellence in Education》2013,46(1-2):61-64

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Nonlinear Historical Materialism and Postmodern Marxism     

Eugene W. Holland 《Culture, Theory & Critique》2013,54(2):181-196

Abstract

De Landa has formulated an important new version of historical materialism derived from the work of Deleuze and Guattari, but he rejects their significant debt to Marx. This paper contends, however, that a careful reading of Marx shows that Deleuze and Guattari’s and De Landa’s nonlinear historical materialism is in fact compatible with Marx’s labour theory of value and his account of primitive accumulation.  相似文献   

The Image of the Instructor as it is Related to Class Size     

John B. Holland 《Journal of Experimental Education》2013,81(2):171-177

Sixty-seven fifth graders studied a text followed by an immediate test (T1) consisting of inference, factual retention, and guess questions, and either received feedback after thirty minutes, after a day, or no feedback. Retesting of half the T1 items was done after a day, the other half after a week. On retesting, subjects were asked to identify their T1 responses. The three types of T1 questions were similarly affected by feedback, while on the postfeedback tests the one-day delay of feedback gave somewhat better results than the thirty minutes of delay. Identification of T1 responses was generally high and was not found to interfere with learning from feedback. In discussing the results, the adequacy of the interference-perseveration hypothesis was questioned.  相似文献   

Relations of Emotional Competence and Effortful Control to Child Disruptive Behavior Problems     

Melissa Duncombe  Sophie S. Havighurst  Kerry A. Holland  Emma J. Frankling 《Early education and development》2013,24(5):599-615

Research in child development suggests that emotional competence and effortful control are important for the prevention of conduct disorder, although studies regarding their effects in relation to each other are limited. This investigation examined the additive contribution of specific components of emotional competence and effortful control to child disruptive behaviors, after controlling for IQ and symptoms of inattention/hyperactivity. The sample consisted of 357 Australian five- to nine-year-old children who were identified through a school-wide screening procedure as at risk for developing conduct disorder. Five independent variables were evaluated including emotion identification, emotion understanding, emotion regulation, inhibitory control, and cognitive flexibility. Outcome variables measured child disruptive behavior problems and were based on parent and teacher assessment. Results indicated that deficits in emotion regulation and cognitive flexibility are significantly related to risk for disruptive behavior problems, according to parent but not teacher report. These deficits outweighed inhibitory control, emotion identification, and emotion understanding in their association with problem behavior. Findings may enhance the content and delivery of preventative programs.  相似文献   

Selection and acquisition of audiovisual materials by health professionals     

B Bratton  M Albanese  C M Brooks  G J Holland  J Jackson  C Kohler 《Bulletin of the Medical Library Association》1987,75(4):355-361

Audiovisual (AV) materials are widely used in the education of health professionals, and health science educators are usually the people who select audiovisual teaching materials. However, little is known about the selection process and there are few parameters that can be used for guidance. No previous research was uncovered that documented the selection/acquisition of materials by users. This paper reports a survey of health science educators and resource consultants at forty-five academic health centers in the United States, on their experiences in identifying, selecting, and using AV materials. The results provide a baseline of information on which future research can build.  相似文献   

Natural language processing techniques in computer-assisted language learning: Status and instructional issues     

V. Melissa Holland  Jonathan D. Kaplan 《Instructional Science》1995,23(5-6):351-380

The role of natural language processing (NLP) techniques, such as parsing and semantic analysis, is described within current language tutoring systems. Significant trends are distinguished in the exploitation of these techniques, design issues and tradeoffs are examined, and current and potential contributions of NLP technology are discussed with respect to instructional theory and educational practice. Limitations and problems are addressed in using NLP tools for teaching, and approaches to assessment are considered.  相似文献   

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces     

Stephanie Bondi  Amy Holland  Adam R. Smith  Stacy Dam 《Teaching in Higher Education》2016,21(3):301-312

This study describes the role of cogenerative dialogues in a synchronous virtual classroom. Cogenerative dialogues are a way for students and instructors to reflect upon in-class events and work collaboratively during the course to optimize teaching and learning. In the present study, cogen has been found to be a tool for enhancing connections among graduate students in the class leading to a reported increase of motivation and engagement. Cogenerative dialogues were essential in shifting responsibilities so that students took a more active role in their own learning while supporting each other.  相似文献