Library Marketing on a Small Liberal Arts Campus: Assessing Communication Preferences     

Julia Chance Gustafson  Gwen Short 《图书馆管理杂志》2017,57(4):420-435

As part of a newly created library marketing plan, librarians at the College of Wooster undertook a study of the communication preferences of students, faculty, and staff in early 2015. The results of the survey helped to develop a comprehensive picture of what library resources and services these constituencies are interested in learning about, as well as when, where, and how they prefer to learn about them. This article describes the development, distribution, results, and analysis of the survey, and highlights the importance of campus-specific library marketing practices.  相似文献   

Relationship-Focused Child Care Practices: Quality of Care and Child Outcomes for Children in Poverty     

Margaret Tresch Owen  Julia F. Klausli  Ana-Maria Mata-Otero  Margaret O'Brien Caughy 《Early education and development》2008,19(2):302-329

Research Findings: Child care delivery practices promoting continuous, primary caregiver-child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were accredited by the National Association for the Education of Young Children. Children in relationship-focused programs received more sensitive, involved, and affectionate caregiving and were more engaged with their caregivers than children in comparison centers, but some differences were greater for African American children. Outcomes associated with relationship-focused care included greater parent-reported child compliance and closer parent-caregiver relations, but no consistent benefits for cognitive school readiness, receptive language, or child behavior problems were found. Follow-up assessments were completed 1 year later for 119 children who remained in their programs. Social and cognitive outcomes improved over time, but some changes were moderated by child race/ethnicity and center type. Over time, parents reported greater child compliance and caregivers reported better parent-caregiver relationships in relationship-focused programs. Practice or Policy: Some social benefits of continuous, primary caregivers were found, but children's cognitive competencies improved with sustained attendance at these accredited programs regardless of the relationship-focused practices.  相似文献   

Remembering Gould     

John S. Wilkins 《Metascience》2007,16(1):169-173

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Navigating Mandates and Working toward Coherence: Our Journey with a High-Stakes Teacher Performance Assessment     

Connor K. Warner  Clare V. Bell  Patricia Alvarez McHatton  Julia Atiles 《The Educational forum》2020,84(3):226-239

Abstract

This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice.  相似文献   

Informing Culturally Competent Practice Through Cross-Racial Friendships     

Jane E. Atieno Okech  Julia Champe 《International journal for the advancement of counseling》2008,30(2):104-115

International and interdisciplinary literature on cross-racial friendships is critically reviewed as a source of relevant and provocative data for counselling professionals dedicated to multiculturalism. The authors discuss the dynamics of cross-racial friendships and implications for counsellors. Using practical examples grounded by interdisciplinary literature, the authors expand discussions about racism within the counselling profession.  相似文献   

Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

Drawing the tree of life     

John S. Wilkins 《Metascience》2016,25(3):421-424

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在企业培训中克服E-Learning障碍     

Julia Geisman  林秀钦 《中国远程教育(综合版)》2003,(10):75-76

E-Learning的时代到来了,教室将要永远消失了！每个人都将热火朝天地使用我们的网站学习门户网站和学习管理系统进行学习。虚拟教室,桌面会议系统,2417(①)等都将纷纷来临……”关于E-Learning的错误看法到处都是！  相似文献   

Mystery of the Toxic Flea Dip: An Interactive Approach to Teaching Aerobic Cellular Respiration          下载免费PDF全文

A. T. Baines  M. McVey  B. Rybarczyk  J. T. Thompson  H. R. Wilkins 《CBE life sciences education》2004,3(1):62-68

We designed an interrupted case study to teach aerobic cellular respiration to major and nonmajor biology students. The case is based loosely on a real-life incident of rotenone poisoning. It places students in the role of a coroner who must determine the cause of death of the victim. The case is presented to the students in four parts. Each part is followed by discussion questions that the students answer in small groups prior to a classwide discussion. Successive parts of the case provide additional clues to the mystery and help the students focus on the physiological processes involved in aerobic respiration. Students learn the information required to solve the mystery by reading the course textbook prior to class, listening to short lectures interspersed throughout the case, and discussing the case in small groups. The case ends with small group discussions in which the students are given the names and specific molecular targets of other poisons of aerobic respiration and asked to determine which process (i.e., glycolysis, citric acid cycle, or the electron transport chain) the toxin disrupts.  相似文献   

Negotiating status hierarchies in middle school inquiry science: implications for marginal non-participation     

Adams-Wiggins  Karlyn R.  Myers  Michelle N.  Dancis  Julia S. 《Instructional Science》2020,48(4):427-451

Instructional Science - While previous classroom studies of status hierarchies tell us who has low status and how to increase those learners’ participation in small group contexts via...  相似文献