Stages of virtually: Instructor and student     

Dee McGonigle  Renee M. Eggers 《TechTrends》1998,43(3):23-26

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A mixed methods analysis of the effects of an integrative geobiological study of petrified wood in introductory college geology classrooms     

Renee M. Clary  James H. Wandersee 《科学教学研究杂志》2007,44(8):1011-1035

Mixed methods research conducted across three semesters in introductory college geology classes (n = 187, 190, 138) attempted to ascertain whether integrated study of petrified wood could serve as a portal to improved student geobiological understanding of fossilization, geologic time, and evolution. The Petrified Wood Survey? was administered as a preinstructional and postinstructional assessment in control and experimental classes; the experimental class received integrated petrified wood instruction. Paired t tests of differences in students' pre‐ and postinstructional scores for control and experimental groups revealed significance (α = 0.05, effect size = 0.79, confidence interval 0.56–1.01). The students with integrative study showed greater knowledge gains about petrified wood's abundance, properties, nature, location, and geologic time. However, understanding of fossilization geochemistry remained problematic for both groups. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1011–1035, 2007  相似文献   

考研要花多长时间准备     

Renee 《中国大学生就业》2002,(7):12-13

刚动了考研念头的低年级同学对考研的整个过程和细节十分模糊,他们更多的是一种愿望,冲劲.由于对细节的认识不清楚,同学们经常会提一些不好回答的问题,最经常的在bbs上看到的是这样一条:各位大虾,我是一名刚上大学的新生,我想毕业时考研究生,但对此一无所知(或说知甚少),谁能给我一些建议吗(或谁能给我指点迷津)?  相似文献   

A Review of: “Lisa D. Grant,Diane Tickton Schuster,Meredith Woocher,and Steven M. Cohen,A Journey of Heart and Mind: Transformative Jewish Learning in Adulthood (New York: Jewish Theological Seminary of America, 2004).”     

Renee Rubin Ross 《Journal of Jewish Education》2013,79(3):335-338

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Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups     

Maria Oddo  David W. Barnett  Renee O. Hawkins  Shobana Musti‐Rao 《Psychology in the schools》2010,47(8):842-858

Previous research has investigated the efficacy of peer‐mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth‐grade students. Outcomes were analyzed using a multiple baseline single case design across groups in addition to supplementary analyses (dual level and trend criteria, percentage of non‐overlapping data, class box plots). Visual analysis of results indicated that RR was effective in improving levels of reading fluency and reading comprehension skills of four targeted students as well as classwide performance in fluency and comprehension. Acceptability ratings showed that the small group format was easy to implement and acceptable to the teacher and students. Despite positive findings, RR may need to be supplemented by other instructional and practice strategies to promote consistent and comprehensive changes beyond fluency. © 2010 Wiley Periodicals, Inc.  相似文献   

Career barriers perceived by hard-of-hearing adolescents: implications for practice from a mixed-methods study     

Punch R  Creed PA  Hyde MB 《Journal of deaf studies and deaf education》2006,11(2):224-237

This study incorporated both quantitative and qualitative methods to examine the perception of career barriers by hard-of-hearing high school students being educated in regular classes with itinerant teacher support. Sixty-five students in Years 10, 11, and 12 completed a questionnaire about potential general and hearing-related barriers, and 12 of these respondents were subsequently interviewed. Findings indicated that other people's lack of understanding of their hearing loss constituted the greatest potential barrier to adolescents' educational and career goals. Students anticipated several other barriers in the form of functional hearing-related difficulties. Most students showed little awareness of helpful strategies or job accommodations and some had prematurely foreclosed on career choices. Implications for practice are outlined, and recommendations for teachers and career counselors are made.  相似文献   

Examining listening previewing as a classwide strategy to promote reading comprehension and vocabulary     

Renee O. Hawkins  Shobana Musti‐Rao  Andrea D. Hale  Shannon McGuire  Jennifer Hailley 《Psychology in the schools》2010,47(9):903-916

Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty‐one, fourth‐grade general education students were exposed to three experimental conditions including a silent reading control condition, a listening previewing condition, and a listening previewing with vocabulary previewing condition. For all conditions, students read grade‐level passages, answered 10 comprehension questions, and completed a vocabulary‐matching task. Results showed that both listening previewing conditions led to improvements in comprehension as compared to silent reading. Adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary. Applied implications and directions for future research are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Analysis of the supporting websites for the use of instructional games in K-12 settings   总被引：1，自引：0，他引：1  

Mansureh Kebritchi  Atsusi Hirumi  Wendi Kappers  Renee Henry 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):733-754

This paper identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (1) curriculum integration, (2) technical and logistical requirements, and (3) teacher training. To overcome these challenges, K-12 educators should be provided with: (1) curriculum resources, (2) game technical information and support, and (3) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimise organisation and simplicity. In addition, the websites should include teacher training that (1) apply a teacher training model, (2) address National Educational Technology Standards, (3) present contents in small doses, (4) make training and information as accessible as possible, and (5) model and mentor the use of instructional games.  相似文献   

Experiences of psychological and physical aggression in adolescent romantic relationships: Links to psychological distress     

Ernest N. Jouriles  Edward Garrido  David Rosenfield  Renee McDonald 《Child abuse & neglect》2009,33(7):451-460

ObjectiveThis research examined links between adolescents’ experiences of psychological and physical relationship aggression and their psychological distress. Experiences of psychological and physical aggression were expected to correlate positively with symptoms of psychological distress, but experiences of psychological aggression were expected to partially account for the association between experiences of physical aggression and psychological distress. In addition, psychological aggression was hypothesized to be perceived as more unpleasant and less playful than physical aggression.MethodParticipants were 125 high school students. Relationship aggression was assessed over an 8-week period using two methods: (1) a retrospective method based on a single assessment at the end of the 8-week period, and (2) a cumulative method based on multiple assessments conducted during the 8-week period. Adolescents’ appraisals of the aggression were also measured, as were their reports of symptoms of psychological distress.ResultsAdolescents’ experiences of psychological and physical relationship aggression correlated positively, but inconsistently, with their symptoms of psychological distress. In analyses considering both forms of aggression simultaneously, psychological aggression was related to adolescents’ distress, but physical aggression was not. This finding emerged across both methods of assessing for relationship aggression. Psychological aggression was more likely than physical aggression to be rated as unpleasant, and less likely to be attributed to the partner “playing around.”ConclusionsThe study of adolescent relationship aggression will benefit by expanding the focus of aggression to include psychological aggression as well as physical aggression, and by examining adolescents’ appraisals of the aggression they experience.Practice implicationsThe findings highlight the importance of a broad view of aggression in adolescent relationships. Psychological aggression appears to be at least as important to adolescent well-being as physical aggression in dating relationships. In addition, it may be useful to consider how adolescents’ interpret the intent of the aggression that they experience.  相似文献   

Children's adjustment problems in families characterized by men's severe violence toward women: Does other family violence matter?     

Renee McDonald  Ernest N. Jouriles  Candyce D. Tart  Laura C. Minze 《Child abuse & neglect》2009,33(2):94-101

ObjectiveThis research examined whether additional forms of family violence (partner-child aggression, mother-child aggression, and women's intimate partner violence [IPV]) contribute to children's adjustment problems in families characterized by men's severe violence toward women.MethodsParticipants were 258 children and their mothers recruited from domestic violence shelters. Mothers and children completed measures of men's IPV, women's IPV, partner-child aggression, and mother-child aggression. Mothers provided reports of children's internalizing and externalizing behavior problems; children provided reports of their appraisals of threat in relation to interparent conflict.ResultsAfter controlling for sociodemographics and men's IPV: (1) each of the additional forms of family violence (partner-child aggression, mother-child aggression, and women's IPV) was associated with children's externalizing problems; (2) partner-child aggression was associated with internalizing problems; and (3) partner-child aggression was associated with children's threat appraisals. The relation of mother-child aggression to externalizing problems was stronger for boys than for girls; gender differences were not observed for internalizing problems or threat appraisals.ConclusionsMen's severe IPV seldom occurs in the absence of other forms of family violence, and these other forms appear to contribute to children's adjustment problems. Parent-child aggression, and partner-child aggression in particular, are especially important. Systematic efforts to identify shelter children who are victims of parental violence seem warranted.Practice implicationsMen's severe IPV seldom occurs in the absence of other forms of family violence (partner-child aggression, mother-child aggression, and women's IPV), and these different forms of family violence all contribute to children's adjustment problems. Treatment programs for children who come to domestic violence shelters should address these different forms of family violence, especially parent-child aggression.  相似文献