The Medical Library Association Guide to Providing Consumer and Patient Health Information     

Donna Belcinski 《Journal of the Medical Library Association》2015,103(3):159-160

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Exclusion,gender and education: case studies from the developing world,by Maureen A. Lewis and Marlaine E. Lockheed     

Donna Sharkey 《Gender and education》2009,21(5):623-625

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The developmental and professional activities of female international soccer players from five high-performing nations     

Paul R. Ford  Nicola J. Hodges  David Broadbent  Donna O’Connor  Dawn Scott  Naomi Datson 《Journal of sports sciences》2020,38(11-12):1432-1440

ABSTRACT

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental and professional years, including milestones, soccer-specific activity and engagement in other sport activity. Greater specialisation than diversification characterised their childhood developmental activities, including all players starting in soccer in childhood and accumulating more hours in soccer activity than other sports during this period. However, interindividual variation further characterised these childhood activities, with a proportion of players diversifying into other sports and/or soccer play to a greater or lesser degree during childhood when compared to the other players. The amount of coach-led soccer practice increased for all players across their development culminating in an average of 15–16 h/wk across a 40-week season in early adulthood. In contrast, the amount of engagement in other sports and soccer peer-led play varied between players but generally decreased across adolescence to negligible amounts in late adolescence. Findings are commensurate with the deliberate practice framework and early engagement.  相似文献   

Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness     

John J. Hoover  Jennifer R. Erickson  James R. Patton  Donna M. Sacco  Le M. Tran 《Learning disabilities research & practice》2019,34(1):14-22

Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated by law to remain integral to teaching and learning once ELs are appropriately placed for special services. We examined a sampling of IEPs for ELs receiving special education for learning disabilities for cultural/linguistic responsive features to inform instruction. We found from our pilot study that the IEPs contain little to no reference to ELs' diverse linguistic and cultural qualities to (1) meet legislative mandates, and (2) guide delivery of appropriate special education. Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities.  相似文献   

Roles and Functions of Early Childhood Laboratories     

Donna Couchenour  Kent Chrisman 《Journal of Early Childhood Teacher Education》2013,34(2):7-9

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Life inside a professional development school: What experienced teachers learn     

Donna D. Cooner  Suzanne M. Tochterman 《The Teacher Educator》2013,48(3):184-195

Abstract

Most professional development schools emphasize the benefits to preservice teacher preparation but rarely focus on the professional development opportunities for the practicing, experienced teachers at the site (Clark, 1999). Professional development schools are not only changing the way preservice teachers are prepared, but are drastically changing the roles of the experienced teachers who participate in the process. By telling their stories of involvement in a growing and changing professional development school, experienced teachers can reflect on their experiences and learn new and different lessons from them each time.

Recorded stories of participants in professional development schools can be used to help teachers gain renewed insights into their potential as leaders in school reform. Storytelling, as a strategy for connecting theory to practice in real school settings, allows and encourages teachers to be active participants in creating progress. It acts as a catalyst for generating and clarifying personal and common visions.  相似文献   

Literature of broadcasting: Book in review     

Donna R. Hale 《广播与电子媒介杂志》2013,57(1)

ADVERTISING: ITS ROLE IN MODERN MARKETING. Ry S. Watson Dunn. New York: Holt, Rinehart and Winston, 1961. 621 + xvi pp. $8.95.  相似文献   

Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students     

Stephen R. Hooper  Lara-Jeane Costa  Matthew McBee  Kathleen L. Anderson  Donna C. Yerby  Sean B. Knuth  Amy Childress 《Reading and writing》2011,24(2):221-252

The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological components of this model remain stable over first and second grades or will the model change in its composition? Third, will the strength of the relationships between neuropsychological components and writing outcomes be constant over time, or will the strength of the relationships change over time? Finally, will the derived empirical model show significant concurrent and predictive relationships with written expression? The sample included 205 first grade students recruited from a single school district who were followed into the second grade via two cohorts: Measures were aligned with major neuropsychological components as extracted from theoretical models of written expression and available empirical findings examining the neuropsychological contributors to writing in children. These domains included fine-motor speed, language, short-term memory, long-term memory, and various attention/executive functions including working memory. Confirmatory factor analyses (CFAs) and longitudinal structural equation modeling (SEM) methods documented that three core latent traits were present and stable at both grades 1 and 2: Fine-Motor, Language, and Attention/Executive Functions. The overall model was highly related to written expression and spelling at both grades 1 and 2, with the first grade latent traits accounting for 52 and 55% of the variance in second grade written expression and spelling, respectively. At both grades, the Language and Attention/Executive Functions latent traits were more highly associated with written expression and spelling than the Fine-Motor latent trait.  相似文献   

Teacher perceptions of integrating technology in writing     

Kelley Regan  Anya S. Evmenova  Donna Sacco  Jessica Schwartzer  David S. Chirinos  Melissa D. Hughes 《Technology, Pedagogy and Education》2019,28(1):1-19

With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher attitudes about technology. This study seeks to understand teacher attitudes and perceptions regarding writing instruction and use of technology. Interviews of 47 middle school teachers revealed that most teachers considered themselves to be technology users who perceived their students’ writing skills to be deficient, yet spent little time on writing instruction in content areas. Teachers indicated that barriers to using technology included that it was too time-consuming; they had limited access; and they perceived access to be a competition. However, teachers revealed that technology was positive for students with disabilities, differentiating instruction, and providing twenty-first-century learning opportunities. These findings suggest that teacher attitudes and perceptions play an important role in technology integration. In addition to increased access to technology, school divisions should provide pre-service and in-service training and time for reflection so that teacher attitudes that impede technology integration can be positively manipulated to improve technology integration in the classroom.  相似文献   

N400 Event‐Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent?          下载免费PDF全文

Donna Coch  Clarisse Benoit 《Mind, Brain, and Education》2015,9(3):145-153

We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event‐related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter‐like symbols (false fonts). The only significant brain–behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r = ?.272) and pseudowords (r = ?.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part they are independent and draw upon different underlying processing resources.  相似文献