Center Stage: Performing a Needs Assessment of Campus Research Centers and Institutes     

Andrea Malone  Lisa Martin  Christie Peters  Cherie Turner  Porcia Vaughn 《图书馆管理杂志》2017,57(4):406-419

Outreach to research centers and institutes is often overlooked in academic libraries. This article discusses a needs assessment conducted by the Liaison Services Department at the University of Houston Libraries that reviewed library services to centers and institutes at the University of Houston's main campus. The assessment was conducted for two purposes: to build collaborations with centers and to determine how the libraries might create new services and/or market existing services to meet the centers and institutes' growing research needs.  相似文献   

Neural Correlates of Performance Monitoring During the Transition to Young Adulthood     

Martina Kneevi&#x;  Kim Veroude  Jelle Jolles  Lydia Krabbendam 《Mind, Brain, and Education》2016,10(2):81-90

Cognitive challenges during transition to adulthood are generally high and require particular skills, such as self‐control, performance evaluation, and behavioral adjustment for success in everyday living. However, age and sex differences in timing and efficiency of brain maturational processes in the early twenties are not well known. We used a go/no‐go paradigm and fMRI to focus on the neural processes underlying response inhibition and performance monitoring during the transition from late adolescence (aged 18–19) to young adulthood (aged 23–25). During performance monitoring, late adolescents showed more activation in right inferior frontal gyrus than young adults, while males showed more activation in left inferior parietal lobe than females. No effects of age and sex were found for response inhibition. Our findings suggest that age and sex‐related differences in neural basis of performance monitoring continue to change between late adolescence and young adulthood.  相似文献   

The big picture? Video and the representation of interaction     

Lydia Plowman  Christine Stephen 《British Educational Research Journal》2008,34(4):541-565

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Relationship between Reading Proficiency And two types of Classificatory Ability     

Iren F. Turner  Laura T. Scullion  Jean Whyte 《Journal of Research in Reading》1984,7(2):123-134

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Book reviews     

Susan Sayer  Susan Sayar  P. G. Altbach  John D. Turner  D. G. Mulcahy  Erich Leitner  Nancy M. Reid  John Powell 《Higher Education》1982,11(3):345-352

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Children, play, and computers in pre-school education   总被引：2，自引：0，他引：2  

Lydia Plowman  Christine Stephen 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):145-157

The paper reports a study designed to inform the development of an information and communication technology strategy for the pre‐school years of education. The main methods of collecting evidence were observations at seven pre‐school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development.  相似文献   

LATIN ‐‐AN INTEGRATED LEARNING PROJECT     

P. Turner 《Learning, Media and Technology》1980,6(1):31-32

Television has an increasing role as an aid to learning. In the past, because of the expense of the equipment needed, it has been regarded as a tool for teaching. Only recently has it been installed in libraries and resource centres together with video recorders and headsets, to permit students to learn from video sources of information. In many of these applications, however, despite the fact that other media is available in the same location, the connection between other items and television material is no more than tenuous. In the Latin Learning Project used by Surrey schools, as described in this article, efforts have been made to get beyond this limitation.  相似文献   

Working with the new generation of interactive media technologies in schools: CD-I and CDTV     

Lydia Plowman  Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):125-134

A preliminary evaluation of classroom use of CD-I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take-up of these systems in the classroom.  相似文献   

“Circle of Friends”—An Exploration of Impact Over Time     

Norah Frederickson  Laura Warren  Jane Turner 《Educational Psychology in Practice》2005,21(3):197-217

This study investigated the impact of different aspects of the circle of friends (CoF) intervention. A naturalistic sample of 14 primary‐aged children with a range of special educational needs were involved, seven of whom were followed‐up a term later, to assess medium‐term impact. The whole‐class meeting was found to be effective in increasing the social inclusion of the focus children. However, with the exception of one child with an autistic spectrum disorder (ASD), the weekly CoF meetings produced no measurable further improvements. Possible explanations for the pattern of findings and implications for educational psychology practice are discussed.  相似文献   

Measuring Self-Regulation: A Focus on Activity     

Julianne C. Turner 《Educational Psychology Review》2006,18(3):293-296

Ainley and Patrick describe an assessment process designed to “identify self- regulation in action.” In the spirit of this goal, the author offers three suggestions for providing a more holistic and contextual view of self-regulation. These suggestions include (a) expanding the definition of self-regulation used in their studies; (b) measuring self-regulation as a dynamic process rather than as a linear one; and (c) including measures of the context, such as task, interpersonal contacts, and community norms.  相似文献