“An evaluation of the special needs referral”     

Amanda B. Bryans   《Early childhood research quarterly》1999,14(4):483

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Multimedia search capabilities of Chinese language search engines     

Yun-Ke Chang  Miguel A. Morales-Arroyo  Amanda Spink 《Information processing & management》2010

This paper reports results from a study exploring the multimedia search functionality of Chinese language search engines. Web searching in Chinese (Mandarin) is a growing research area and a technical challenge for popular commercial Web search engines. Few studies have been conducted on Chinese language search engines. We investigate two research questions: which Chinese language search engines provide multimedia searching, and what multimedia search functionalities are available in Chinese language Web search engines. Specifically, we examine each Web search engine’s (1) features permitting Chinese language multimedia searches, (2) extent of search personalization and user control of multimedia search variables, and (3) the relationships between Web search engines and their features in the Chinese context. Key findings show that Chinese language Web search engines offer limited multimedia search functionality, and general search engines provide a wider range of features than specialized multimedia search engines. Study results have implications for Chinese Web users, Website designers and Web search engine developers.  相似文献   

Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique     

Vivian Milczarski  Amanda Maynard 《College & Undergraduate Libraries》2015,22(1):35-44

This article describes the development of a faculty–librarian collaborative project that integrated discipline-specific information literacy into an upper-level psychology class. The instruction involved a case study technique in order to increase student engagement in a content area while helping students gain needed information literacy skills that meet professional guidelines. We found that employing this approach enhanced instructor ability to more fully and meaningfully engage with students within a more comfortable classroom atmosphere. This method may be easily adapted to other disciplines as it allows for much creativity and selection of course-relevant themes.  相似文献   

Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants          下载免费PDF全文

Lauren H. Howard  Annette M. E. Henderson  Cristina Carrazza  Amanda L. Woodward 《Child development》2015,86(1):259-275

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.  相似文献   

Higher education institutions and work-based learning in the UK: employer engagement within a tripartite relationship     

Tehmina N. Basit  Alan Eardley  Rosemary Borup  Hanifa Shah  Kim Slack  Amanda Hughes 《Higher Education》2015,70(6):1003-1015

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Correction to: What do teacher educators know about English spelling?     

Pittman  Ramona T.  Lindner  Amanda L.  Zhang  Shuai  Binks-Cantrell  Emily  Malatesha Joshi  R. 《Reading and writing》2022,35(9):2075-2076

Reading and Writing -  相似文献   

What do teacher educators know about English spelling?     

Pittman  Ramona T.  Lindner  Amanda L.  Zhang  Shuai  Binks-Cantrell  Emily  Malatesha Joshi  R. 《Reading and writing》2022,35(9):2049-2074

Reading and Writing - Teachers’ knowledge of literacy has gained considerable interest over the last three.decades, largely with a focus on the basic language constructs of phonological....  相似文献   

Integration of addiction recovery and professional identities for counselor trainees     

Andrea M. McGrath  Amanda C. DeDiego 《Counselor Education & Supervision》2023,62(3):262-275

Counselor trainees in recovery from substance use often have a foundational recovery identity; they also develop a professional counselor identity through their training. This study utilized narrative inquiry to explore the integration of professional identity and recovery identity. Resonant threads and narrative tensions emerged from the storied experiences of participants.  相似文献   

Counselor educator workload and burnout in the era of COVID-19     

Amanda C. DeDiego  Andrea M. McGrath  Rakesh K. Maurya  Arden A. Szepe 《Counselor Education & Supervision》2023,62(4):368-383

The COVID-19 pandemic brought disruption to teaching and other aspects of workload in higher education. The current study sampled 126 counselor educators about workload, compassion satisfaction, burnout, and job satisfaction. Results indicated that faculty workload and administrative responsibilities increased for counselor educators during the pandemic without adequate compensation or support.  相似文献   

Designing learning environments to promote competent lay engagement with science     

Clark A. Chinn  Susan A. Yoon  Huma Hussain-Abidi  Kyle Hunkar  Noora F. Noushad  Amanda M. Cottone  Thomas Richman 《European Journal of Education》2023,58(3):407-421

An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus.  相似文献