Foods for health: Involving organizations in planned change     

Sheila Ninomiya Pohl  Vicki S. Freimuth 《Journal of Applied Communication Research》2013,41(1):17-27

The development of effective strategies for planned change presents a challenge to an organization operating in a modern, complex society. A change agency often faces two barriers to the diffusion of innovations —the lack of direct contact with individual receivers on a daily basis, and limited and perhaps shrinking resources. Two strategies which help a change agency address these barriers are: a) the use of co‐change agencies in innovation development and b) the diffusion of innovations through other organizations at the system‐receiver level. The use and effectiveness of these modifications to the traditional diffusion model are illustrated in the development and diffusion of a health education program called Foods for Health.  相似文献   

The class politics of rush Limbaugh     

Chad Harris  Vicki Mayer  Catherine Saulino  Dan Schiller 《The Communication Review》2013,16(4):545-564

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Personality Differences Between Navajo and Non‐Indian College Students     

Vicki J. Rosser 《Equity & Excellence in Education》2013,46(1):71-81

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El uso de una tecnología interactiva de vídeo-disco para la enseñanza en el lenguaje por señas americano y en inglés escrito     

Vicki L. Hanson  Carol A. Padden 《Cultura y Educación》2013,25(13):106-110

La simultaneidad de códigos y lenguajes es una de las potencialidades más sugerentes del ordenador y su uso resulta decisivo en las didácticas de segundos lenguaces o de sistemas de comunicación alternativos.  相似文献   

Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies     

Margaret Faulkner  Syed Mahfuzul Aziz  Vicki Waye  Elizabeth Smith 《高等教育研究与发展》2013,32(6):871-887

Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools.  相似文献   

Prior knowledge, attitude, and strategy use in an introduction to statistics course     

Paul A. Schutz  Lisa M. Drogosz  Vicki E. White  Chris Distefano 《Learning and individual differences》1998,10(4):291-308

The present study used both quantitative and qualitative methods to investigate the learning and motivational strategies used by students in a beginning-level statistics course. The research questions that guided the investigation are: (1) Do motivational variables account for unique variance in the academic performance of statistics students? (2) Do deeper-level processing strategies account for unique variance in the academic performance of statistics students? (3) Do successful students report using different motivation and learning strategies than unsuccessful students in a beginning-level statistics course?  相似文献   

Defining the boundaries of classrooms without walls (Part II)     

Erin Edwards  Vicki Napper 《TechTrends》2001,45(6):6-7

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A national study on midlevel leaders in higher education: The unsung professionals in the academy     

Vicki J. Rosser 《Higher Education》2004,48(3):317-337

A national study was conducted toexamine the quality of midlevel leaders'worklife, satisfaction, morale and theirintentions to leave. The study included 4,000midlevel leaders who were randomly selectedfrom a total national population of 11,300 fromboth public and private institutions withinfive Carnegie classifications (e.g.,Doctoral/research-extensives and intensives,Baccalaureate generals and Liberal arts) acrossthe United States. Three separate mailingsyielded 2,000 responses for a 50 percent returnrate and 1966 useable surveys. Midlevel leadersare defined as academic or non-academic supportpersonnel within the structure of highereducation organizations (e.g., directors andcoordinators of admissions, institutionalresearch, registrars, computing and technology,human resources, alumni affairs, studentaffairs, placement and counseling services,financial aid, development and planned giving).This national study proposes: (1) to examinethose demographic characteristics and worklifeissues that may have an impact on theperceptions of midlevel leaders' morale,satisfaction and intent to leave; and (2) todemonstrate the role satisfaction and moralehas on midlevel leaders' intentions to stay orleave their current position or career. Thefindings indicate that individual perceptionsof midlevel leaders' professional andinstitutional worklife are powerful variablesthat have an impact on their satisfaction,morale, and turnover intentions.  相似文献   

Engagement during reading instruction for students who are deaf or hard of hearing in public schools     

Donne V  Zigmond N 《American annals of the deaf》2008,153(3):294-303

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings.  相似文献   

Mothers’ Depressive State ‘Distorts’ the Ratings of Depression they give for their Sons with an Autism Spectrum Disorder     

Vicki Bitsika 《International Journal of Disability, Development & Education》2016,63(5):491-499

Depression is highly prevalent in children who have an Autism Spectrum Disorder (ASD), potentially confounding accurate diagnosis and treatment planning. Although information about the depressive status of a child is often collected from parents, there is evidence of distortion in parental assessments of their offspring’s depression. This distortion was investigated in a sample of 132 mothers of boys with an ASD. Results indicated that, as predicted from previous studies, there was a significant correlation between the depressive state of the mothers and the ratings they gave for their sons’ depression. However, in contradiction to the expected influence direction, mothers who were minimally depressed under-estimated their sons’ depression when cross-validated by structured clinical interviews for depression conducted by a third party, rather than mothers who were more severely depressed exaggerating their sons’ depression. Implications for clinical assessment of the presence of depression in boys with an ASD are discussed.  相似文献