Parents anonymous - self-help treatment for child abusing parents: A review and an evaluation     

Leonard L. Lieber  Jean M. Baker 《Child abuse & neglect》1977,1(1):133-148

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Psychological approaches to child abuse: Edited by Neil Frude. London,England, Batsford Academic and Educational,Ltd. 1980, 240 pp. £6.50     

Martha F. Leonard 《Child abuse & neglect》1982,6(3):370-371

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Living with dyslexia: One parent’s experience     

Leonard J. Hartwig 《Annals of dyslexia》1984,34(1):313-318

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Fifteen hundred guidelines and growing: the UK database of clinical guidelines     

van Loo J  Leonard N 《Health information and libraries journal》2006,23(2):95-101

BACKGROUND: The National Library for Health offers a comprehensive searchable database of nationally approved clinical guidelines, called the Guidelines Finder. This resource, commissioned in 2002, is managed and developed by the University of Sheffield Health Sciences Library. METHODS: The authors introduce the historical and political dimension of guidelines and the nature of guidelines as a mechanism to ensure clinical effectiveness in practice. The article then outlines the maintenance and organisation of the Guidelines Finder database itself, the criteria for selection, who publishes guidelines and guideline formats, usage of the Guidelines Finder service and finally looks at some lessons learnt from a local library offering a national service. CONCLUSIONS: Clinical guidelines are central to effective clinical practice at the national, organisational and individual level. The Guidelines Finder is one of the most visited resources within the National Library for Health and is successful in answering information needs related to specific patient care, clinical research, guideline development and education.  相似文献   

Getting to the heart of it: understanding mentoring relationship quality from the perspective of program supervisors     

Hilary Dutton  Pat Bullen  Kelsey Deane 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):400-419

ABSTRACT

Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed.  相似文献   

A Q factor analysis of college undergraduate students' study behaviours     

Yang Yang  Leonard B. Bliss 《Educational Research and Evaluation》2013,19(6):433-453

This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach – Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q factor analysis yielded a 2-factor structure. Participants exhibiting the 1st behavioural type demonstrated reflective, well-organized study behaviours and favoured high-level thinking; thus were described as “Organized Holistic Learners”. Those exhibiting the 2nd behavioural type were found to manage time poorly and primarily focus on memorizing facts; thus were labelled “Disorganized Procrastinators”. Type 1 students had significantly higher grade point averages (GPAs) than Type 2 students. Student type was a significant predictor of academic achievement, as measured by self-reported GPA above and beyond students' attribute variables including sex, age, major, and enrolment status. Theoretical and practical implications were discussed.  相似文献   

Gathering data: does it make sense?     

Leonard R. Newton 《Technology, Pedagogy and Education》2013,22(3):379-394

Abstract

Much laboratory work in school science involves observation and measurement; an important development, in recent years, has been the application of computers to this activity. Data-logging techniques have been available to science teachers for some time (outside the United Kingdom [UK], this technology is sometimes known as microcomputer-based laboratories or MBL). It is only relatively recently, however, that data-logging technology has become sufficiently user-friendly and affordable for it to be more widely adopted. The use of sensors, interfaces and data-loggers to capture and record data, and its subsequent display and analysis using computer software, now constitute a realistic alternative to traditional approaches. With the National Curriculum for initial teacher training including information and communications technology now in place in the UK, the time seems opportune to take stock of current use of data-logging methods and to consider how they might be further developed. This article describes how data-logging currently appears to be used in science lessons. It considers how the demands of the National Curriculum have shaped current practice, and argues for a shift of emphasis in the pupils' role in data-logging activities. Some suggestions are then offered for encouraging pupils to engage in more interpretative activity, which recent software readily supports.  相似文献   

The influences of guiding cues on motor skill autonomy in rats     

Alliston K. Reid  Grace DeMarco  Kelsey Smith  Theodore Fort  Erica Cousins 《Learning & behavior》2013,41(4):455-463

How does the effectiveness of guiding cues influence the development of motor skill autonomy? We utilized two sets of guiding cues (lights vs. reversed-lights conditions) that differed in their effectiveness to control a left–right leverpress sequence in rats. We separately measured the development of stimulus control by panel lights on guiding-cues trials and the development of stimulus control by practice cues on no-cue probe trials within the same sessions. Accuracy in the presence of the guiding cues was acquired faster in the lights condition than in the reversed-lights condition, but subjects in the reversed-lights condition were more able to complete the skill autonomously than those in the lights condition. Throughout acquisition, control by guiding cues and practice cues developed at the same rate in the reversed-lights condition, but control by practice cues (autonomy) developed at a slower rate than did control by guiding cues in the lights condition. At the end of training, subjects that had been exposed to the reversed-lights condition displayed higher levels of autonomy than did those exposed to the lights condition. The less effective guiding cue (reversed-lights) produced greater levels of autonomy than did the more effective cue (lights), even though control by this guiding cue developed more slowly. Thus, guiding your child by the hand too much may reduce his or her ability to complete the task independently. We discuss the similarity to prompt dependence in children with learning disabilities and transfer of stimulus control.  相似文献   

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning     

Leonard A. Annetta  Wendy M. Frazier  Elizabeth Folta  Shawn Holmes  Richard Lamb  Meng-Tzu Cheng 《Journal of Science Education and Technology》2013,22(1):47-61

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.  相似文献   

ONE APPROACH     

Leonard M. Ridini 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):275-278

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