Insightful Learning of Life's Lessons with Older Adult Guests in the Classroom     

Daniel Vélez Ortiz  Suzanne L. Cross  Angelique Day 《Educational gerontology》2013,39(12):854-866

An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82–98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements.  相似文献   

Differences Among Preferred Methods for Furthering Aging Education in Ohio     

Suzanne M. Leson  Daniel J. Van Dussen  Heidi H. Ewen  Eric S. Emerick 《Educational gerontology》2013,39(11):847-857

Workers serving Ohio's aging population will require increased levels of gerontological education. Using data from 55 Ohio counties, this project investigated the educational needs and reasons for seeking education from professionals in aging. Respondents reported interest in attaining aging related education. Preferred delivery methods included web based and interactive satellite instruction. Continuing education credit was preferred over college credit even though a high percentage indicated a desire for an additional degree (69.8%). Despite over 30 years of Ohio's universities providing aging related education, 58.6% of respondents have no formal aging related training, and 11.7% have only a single course in aging. Gerontological topics that most interested participants in an area for further understanding were Alzheimer's/dementia, medication, and mental health issues.  相似文献   

Teaching Direct Practice Skills Using Web-Based Simulations: Home Visiting in the Virtual World     

Amy Blank Wilson  Suzanne Brown  Zoe Breen Wood  Kathleen J. Farkas 《Journal of Teaching in Social Work》2013,33(4-5):421-437

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The Science Of Sick Buildings     

Suzanne Jamieson 《Metascience》2008,17(2):307-309

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Deconstructing learning in science—Young children's responses to a classroom sequence on evaporation   总被引：1，自引：0，他引：1  

Dr Russell Tytler  Suzanne Peterson 《Research in Science Education》2000,30(4):339-355

Five year old children's ideas were tracked by a range of means during and subsequent to a classroom sequence on evaporation. They held a range of conceptions which changed in complex ways across context and time. These could only be made sense of by moving outside traditional conceptual change interpretations to include broader notions of appropriation of language as a cultural tool, of personal and social narrative responses to features of the phenomena and the classroom setting, and the nature of science explanations. The findings are used to explore the relationship between social and individual perspectives on learning, and to question some assumptions underlying conceptual change research.  相似文献   

Differential effects of sociocultural variables on special education eligibility categories     

Andrs Barona  Suzanne P. Faykus 《Psychology in the schools》1992,29(4):313-320

The influence of sociocultural factors (ethnicity, socioeconomic status, father absence, and family size) on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze the data on 300 students referred for evaluation and found to be either not eligible for services or eligible for services as mentally retarded or learning disabled. Results indicated that only socioeconomic status and ethnicity made a significant contribution to the prediction of all three groups. Individually, father absence and family size did not contribute to the prediction of special education eligibility. Results of this study suggest that legislative mandates to control for sociocultural factors in the determination of special education eligibility have been only partially successful.  相似文献   

A reexamination of the role of attention in learning from text     

Suzanne E. Hidi 《Educational Psychology Review》1995,7(4):323-350

This paper reviews some of the recent models of selective attention and concludes that these models simplify and restrict the role of attention in reading and learning. It is maintained that the most critical problem of the models is that they do not acknowledge the important function of attention in the early stages of the reading process when meaning and importance ratings are first established. It is further suggested that reading and secondary task reaction times which have been used to measure attention, are inadequate as they cannot distinguish between different attention phases. A new model of how attention affects text comprehension is proposed. Finally, it is argued that to examine the complex effects of attention on reading and learning, novel research questions should be asked, and new ways to evaluate attention must be considered. More specifically, research on attention by cognitive and educational psychologists should utilize neuroscientific brain research methods, such as event-related potentials, and should integrate findings across research domains.  相似文献   

Informationist programme in support of biomedical research: a programme description and preliminary findings of an evaluation     

Whitmore SC  Grefsheim SF  Rankin JA 《Health information and libraries journal》2008,25(2):135-141

BACKGROUND: The informationist programme at the Library of the National Institutes of Health (NIH) in Bethesda, MD, USA has grown to 14 informationists working with 40 clinical and basic science research teams. PURPOSE: This case report, intended to contribute to the literature on informationist programmes, describes the NIH informationist programme, including implementation experiences, the informationists' training programme, their job responsibilities and programme outcomes. BRIEF DESCRIPTION: The NIH informationist programme was designed to enhance the library's service capacity. Over time, the steps for introducing the service to new groups were formalized to ensure support by leadership, the team being served and the library. Job responsibilities also evolved from traditional library roles to a wide range of knowledge management activities. The commitment by the informationist, the team and the library to continuous learning is critical to the programme's success. RESULTS / OUTCOMES: NIH scientists reported that informationists saved them time and contributed to teamwork with expert searching and point-of-need instruction. Process evaluation helped refine the programme. EVALUATION METHOD: High-level, preliminary outcomes were identified from a survey of scientists receiving informationist services, along with key informant interviews. Process evaluation examined service implementation, informationists' training and service components. Anecdotal evidence has also indicated a favourable response to the programme.  相似文献   

A theoretical interpretation of learning vs. Memorizing text     

Suzanne Mannes 《European Journal of Psychology of Education - EJPE》1988,3(2):157-162

Learning and memory have been studied by researchers throughout psychological history, however similar tasks have been used to measure them. Dependence upon recall and recognition memory is a result of both the list learning tradition in psychology and the efficient and objective scoring for which they provide. Several studies are described which point out the differences between memory and learning and the shortcomings of using recall and recognition to measure both. Results regarding differential effects of independent variables on learning and memory are interpreted in terms of the van Dijk and Kintsch (1983) theory of text comprehension.  相似文献   

ATR-FTIR as a tool for assessing potential for chemical ageing in Spandex/Lycra®/elastane-based fabric collections     

Christopher E. Marjo  Sue Gatenby  Anne M. Rich  Bin Gong  Suzanne Chee 《文物保护研究》2017,62(6):343-353

The Powerhouse Museum in Sydney, Australia houses the world's most significant and comprehensive collection of Speedo swimwear and accessories. The museum has identified a problem with the long-term storage of certain Spandex/Lycra^® items where the elastane fibre has degraded leading to oil formation. Attenuated total reflection Fourier transform infrared spectroscopy (ATR-FTIR) determined that most of these garments were manufactured using nylon-elastane fibres, and the elastane component comprises polyetherurethane or polyesterurethane polymers. Certain polyesterurethanes are known to be vulnerable to hydrolysis, and this was confirmed for a subset of the collection using two chemical testing protocols, and a thermal testing protocol that reproduced the oil formation. A polyetherurethane garment in the collection was unchanged by these tests. The oil from the thermal testing was confirmed as a breakdown product of the polyester component of the elastane fibre, using ATR-FTIR spectroscopy, X-ray photoelectron spectroscopy, and time-of-flight secondary ion mass spectrometry. The study demonstrates the value of ATR-FTIR for minimally invasive identification of elastane fabrics that may require specialized storage in a humidity-controlled environment.  相似文献