Arthur Holly Compton (1892–1962)     

Amit Roy 《Resonance》2018,23(9):943-948

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ARE WE TALKING ABOUT THE SAME CHILD? PARENT–TEACHER RATINGS OF PRESCHOOLERS’ SOCIAL–EMOTIONAL BEHAVIORS     

Sofia O. Major  Maria J. Seabra‐Santos  Roy P. Martin 《Psychology in the schools》2015,52(8):789-799

The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version.  相似文献   

Salsa,Soul, and Spirit: Leadership for a Multicultural Age (2nd ed.). Juana Bordas. San Francisco,CA: Berrett-Koehler Publishers,Inc., 2012. xix; 232 pp. $44 (paperback)     

Lisa Rai Roy 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):343-346

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Stability of biases in self-evaluation and relations to well-being among elementary school children     

Thérèse Bouffard  Carole VezeauMathieu Roy  Aurélie Lengelé 《International Journal of Educational Research》2011,50(4):221-229

This paper aims to investigate to what extent a bias in self-evaluation is an enduring characteristic among children, and whether there is a relationship between the trajectory of children's self-evaluation bias over a five-year period and their psychosocial adjustment. 462 children (200 boys) in Grade 3 (mean age = 8.6 years old) or Grade 4 (mean age = 9.7 years old) at the outset of the study participated following their parents’ written consent. The group-based approach using a multinomial modeling strategy allowed identifying five groups based on changes in the children's self-evaluation bias over the five-year period. Children in the stable and highly positive bias group stood out as having markedly more positive scores on all indices of psychosocial adjustment, and also outperformed the other children in achievement in language arts and math.  相似文献   

Distributed by Design: On the Promises and Pitfalls of Collaborative Learning with Multiple Representations     

Tobin White  Roy Pea 《学习科学杂志》2013,22(3):489-547

This article presents a designed learning environment intended to engage students in learning about the relationships among multiple representations as they work together on a shared task. Over the course of several extended problem-solving sessions, groups developed several successive alignments of participants and representations as they learned to solve increasingly difficult tasks. Our findings highlight the emergent and often unexpected meanings that learners established for representational tools as their groups reorganized into increasingly effective problem-solving ensembles. Our findings echo those of prior research regarding learners' considerable competence and creativity in interpreting and applying distributed representational tools, as well as the careful coordination among learners involved in establishing and acting on those interpretations. Challenges in this design space include instances in our data where students capitalized on connections among representations without really trying to understand those connections, temporarily undermined the distributed character of the representations, and worked more efficiently by reducing the number of participants actively involved in breaking codes. Our findings indicate that managing these challenges requires presenting groups with regular opportunities to reconsider and reorganize their roles, and to experiment with different meanings and uses of flexible tools in the context of tasks with carefully sequenced levels of difficulty.  相似文献   

Developing University Teachers: an account of a scheme designed for postgraduate researchers on a lecturing career path     

Roy Fisher  Bertrand Taithe 《Teaching in Higher Education》2013,18(1):37-50

Abstract

There is a growing recognition within higher education institutions of the importance of teaching as a core activity for trainee academics. This paper outlines and reports on a scheme which has been established to address the needs of postgraduate researchers who wish to build a career as university teachers. The scheme, now under review at the close of its first year of operation, is one which provides a potential model for other institutions. The paper includes extracts from a frank discussion involving participants in the scheme and highlights some of the practical difficulties which have occurred, in addition to the many benefits which are both expected in the future as well as some which are currently accruing  相似文献   

Volunteers in public libraries: Issues and viewpoints     

Loriene Roy 《Public Library Quarterly》2013,32(4):29-40

A review of the American Library Association's 1971 Guidelines For Using Volunteers in Libraries is given as background to a discussion of public library volunteers. Opposing and supporting viewpoints towards volunteer use as expressed in the library literature are presented. The nature of the literature is examined, with special emphasis afforded to the purpose, methodology, and conclusions of research studies. The author concludes that, while the literature on public library volunteers has increased in volume over the past decade, little useful research‐oriented reporting has been undertaken. The author suggests that the topic merits further investigation and research.  相似文献   

Engaging LIS Students in Reference Work Through Online Answer Boards     

Loriene Roy 《The Reference Librarian》2013,54(2):97-107

In 2007, public librarian Dave Pardue launched Slam the Boards!, a monthly call for librarians to enter online answer boards such as Yahoo! Answers and answer questions, announcing to the public that they are librarians. Graduate library and information students participated in this required assignment in a basic reference class. Students reported that this experience caused them to reflect on guiding reference documents and their own career plans as they gained confidence in engaging in remote reference service. Recommendations for future involvement calls for in-class demonstration of answer boards, rehearsal, and monitoring of answer boards.  相似文献   

Bringing Reader's Advisory into the Blended Reference Scenario     

Loriene Roy 《The Reference Librarian》2013,54(4):355-357

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Library Instruction: The Teaching Prong in the Reference/Readers' Advisory/Instruction Triad     

Loriene Roy 《The Reference Librarian》2013,54(3):274-276

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