Effects of Headings on Text Summarization     

Lorch RF  Lorch EP  Ritchey K  McGovern L  Coleman D 《Contemporary educational psychology》2001,26(2):171-191

A summarization task was used to study whether headings influence readers' representations of the topic structure of a text. College students (Experiments 1-3) and sixth- and eighth-graders (Experiment 3) summarized a multiple topic text that (a) included headings introducing every new subtopic, (b) included headings introducing half of the new subtopics, or (c) included no headings. In all experiments, topics were more likely to be included in a summary if they were signaled than if they were not signaled. This effect was magnified when the text was only half signaled: Signaled topics were more likely to appear in a summary if only half the text topics were signaled than if all of the topics were signaled; however, unsignaled topics were less likely to appear in a summary if half of the text topics were signaled than if none of the text topics were signaled. The findings demonstrate that readers rely heavily on headings in a task that emphasizes attention to a text's topic structure. It is suggested that previously observed signaling effects on text recall are mediated by effects on how readers represent a text's topic structure. Copyright 2001 Academic Press.  相似文献   

Black and White Women's Travel Narratives: Antebellum Explorations     

Kristin Waters 《Journal of American culture (Malden, Mass. : 2003)》2006,29(2):229-230

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Stakeholder perceptions of university library effectiveness     

Rowena J. Cullen  Philip J. Calvert 《The Journal of Academic Librarianship》1995,21(6)

This research in New Zealand, based on the multiple constituencies model, identified key performance indicators in university libraries as perceived by six separate stakeholder groups. Ranked lists and correlations between the lists show similarities, but also confirm that stakeholder groups have different perspectives on library effectiveness.  相似文献   

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books     

Selinda Adelle Berg  Kristin Hoffmann  Diane Dawson   《The Journal of Academic Librarianship》2010,36(6):518

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Strengthening Agricultural Education and Training in sub-Saharan Africa from an Innovation Systems Perspective: A Case Study of Mozambique     

Kristin E. Davis  Javier Ekboir  David J. Spielman 《The Journal of Agricultural Education and Extension》2013,19(1):35-51

Abstract

This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate—to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective offers an analytical framework to examine technological change in agriculture as a complex process of interactions among diverse actors who generate, exchange, and use knowledge, conditioned by complex social and economic institutions. The paper argues that while AET is conventionally viewed as key to the development of human capital, it also has a vital role to play in building the capacity of organizations and individuals to transmit and adapt information, products and processes, and new organizational cultures and behaviors. The paper emphasizes the importance of improving AET systems by strengthening the capabilities of organizations and professionals; changing organizational cultures, behaviors, and incentives; and building innovation networks and linkages. The paper offers several recommendations to enhance the effectiveness of AET for agricultural innovation and development. Key reforms include aligning the mandates of AET organizations with national development aspirations; inducing change in the cultures of AET organizations through the introduction of educational programs and linkages beyond the AET system; and enhancing innovative individual and organizational capacity by improving incentives to forge stronger links between AET and other stakeholders.  相似文献   

Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students     

Joseph Krajcik  Phyllis C. Blumenfeld  Ronald W. Marx  Kristin M. Bass  Jennifer Fredricks  Elliot Soloway 《学习科学杂志》2013,22(3-4):313-350

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A Longitudinal View of the Liberal Arts Curriculum a Decade After Merger: A Multiple Case Study of Community Colleges in Connecticut,Kentucky, and Louisiana     

Ann Norton  Kristin Wilson 《Community College Journal of Research & Practice》2013,37(7):591-602

This study is an examination of the state of the liberal arts curriculum in community colleges in three geographic regions of the United States. From a constructivist paradigm and using globalization theory as a theoretical framework, this multiple case study examined faculty work life and administrative processes related to curriculum change in merged community and technical colleges. Through an examination of research on globalization, mergers, and trends in the general education and liberal arts curriculum, a gap in the literature emerged in the studies of community college curriculums after merger. This study considers whether the focus on workforce development and decrease in the transfer mission has diminished the liberal arts courses in the college curriculum. Research on liberal arts courses identified them as courses that emphasize higher order thinking and the development of intellectual skills needed to engage in a democratic society. If students are not exposed to these skills, it may have a detrimental effect on a democratic society. Study findings suggested that the English and communication curriculums are narrowing and the mission is more toward workforce skill preparation. Also, the changing demographics of today[#x02019]s community college students, as well as the ongoing budget constraints, create challenges and frustrations for faculty members.  相似文献   

Correction to: Latent profiles of attitudes toward print and digital reading among adolescents     

Jang  Bong Gee  Ryoo  Ji Hoon  Smith  Kristin Conradi 《Reading and writing》2021,34(5):1141-1141

Reading and Writing - In the original publication, the article title was incorrectly published. The correct title has been given with this Correction.  相似文献   

Minds Under Siege: Cognitive Signatures of Poverty and Trauma in Refugee and Non-Refugee Adolescents     

Alexandra Chen  Catherine Panter-Brick  Kristin Hadfield  Rana Dajani  Amar Hamoudi  Margaret Sheridan 《Child development》2019,90(6):1856-1865

The impacts of war and displacement on executive function (EF)—what we might call the cognitive signatures of minds under siege—are little known. We surveyed a gender-balanced sample of 12- to 18-year-old Syrian refugees (n = 240) and Jordanian non-refugees (n = 210) living in Jordan. We examined the relative contributions of poverty, trauma exposure, posttraumatic stress, and insecurity to variance in inhibitory control and working memory. We observed associations between poverty and WM, suggesting that, even in populations exposed to substantial violence and fear, poverty is a specific pathway to WM deficit. We did not, however, find associations between EFs and exposures to trauma. Careful distinction between childhood adversities may illuminate which neurocognitive pathways matter for measures of cognitive function.  相似文献   

The Effects of Motion Math: Bounce on Students’ Fraction Knowledge     

Nicole M. McKevett  Kourtney R. Kromminga  Amelia Ruedy  Rachel Roesslein  Kristin Running  Robin S. Codding 《Learning disabilities research & practice》2020,35(1):25-35

National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.  相似文献