A Review of “Unpacking My Library: Architects and Their Books”     

Ann Lindell 《资料收集管理》2013,38(1)

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Misconceptions about traumatic brain injury among students preparing to be special education professionals     

Karen Hux  Erin Bush  Kelli Evans  Gina Simanek 《Support for Learning》2013,28(3):109-114

The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.  相似文献   

The last word     

Karen Williams 《Roeper Review》2013,35(2)

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The (1n)Visibility of DisAbility: Cultural Contexts and “Sporting Bodies”     

Karen P. DePauw 《Quest (Human Kinetics)》2013,65(4):416-430

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Editorial     

Karen Edge 《Educational Assessment, Evaluation and Accountability》2012,24(4):279-282

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Learning Strategies Training     

Donald F. Dansereau  Larry W. Brooks  Charles D. Holley  Karen W. Collins 《Journal of Experimental Education》2013,81(3):102-108

A learning strategies program emphasizing primary (text-oriented), and support (affective) strategies was evaluated. Participants were given training in one of two sequences: primary-support or support-primary. A no-treatment group served as a control. In general, the results revealed that strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group typically scored higher than the support-primary group on the text-processing measures. Conversely, the support-primary group reported more positive responses on the self-report measures. Long-term follow-up results are also presented.  相似文献   

Strategies for Achieving Gender Equality in Higher Education and Research in Norway     

Ann S⊘yland  Anne-Marit Skarsb⊘  Nina Amble  Lise Christensen  Anna Ølnes 《Higher Education in Europe》2000,25(2):147-153

The vision behind the work of the gender equality advisors in Norwegian universities and the Research Council of Norway is that of full equality between women and men in all areas and at all levels of the sector of higher education. The Network of Gender Equality Advisors in Higher Education and Research was formed in 1994. Both good and less good news can be reported on the work accomplished so far. A double strategy is applied to tackle gender inequality: mainstreaming and special commitment.  相似文献   

Understanding student article retrieval behaviors: Instructional implications     

Catherine P. Cook-Cottone  Karen Dutt-Doner 《Research Strategies》2005,20(4):379-388

This study evaluates the use of full-text databases amongst 425 undergraduate and graduate students in western New York. A review of literature implicated convenience, time issues, article retrieval option knowledge, and the appreciation and understanding of research article quality as potential predictors of full-text reliance. These variables were then evaluated via survey response and frequency counts, by conducting correlations, a one-way ANOVA, and stepwise regression analyses. The findings suggested that convenience, appreciation and understanding of research quality, and time management issues played a significant role in the prediction of student full-text reliance. These findings as well as the relationships among independent variables are discussed. Implications for instruction are then addressed.  相似文献   

Digital Divide     

Karen Coyle 《The Journal of Academic Librarianship》2007,33(6):708-709

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Introduction     

Ann Blair  Jennifer Milligan 《Archival Science》2007,7(4):289-296

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