A tale of two courses: Innovation in the Hybrid/Online Doctoral Program at Michigan State University     

Danah Henriksen  Punya Mishra  Christine Greenhow  William Cain  Cary Roseth 《TechTrends》2014,58(4):45-53

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The Struggle for the Files: The Western Allies and the Return of German Archives After the Second World War     

Christine Yeats 《档案与原稿》2014,42(1):100-102

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EVINCE: The value of information in developing nursingknowledge and competence     

Christine Urquhart  Rebecca Davies 《Health information and libraries journal》1997,14(2):61-72

The aims of the EVINCE research projectincluded examination of the impact of information on the clinical knowledge and practice ofnurses, midwives and health visitors. EVINCE (Establishing the Value of Information to NursingContinuing Education) was funded by the British Library R&D Department for 1 year, from 1November 1995 to 31 October 1996. The methods employed (based on those used in the Valueproject) included a critical incident type study to establish patterns of information need and useamong a random sample of nursing professionals. The nature of the impact of informationobtained on present and future competencies was assessed from a survey of the searches andrequests presented to library and information services. Nurses, midwives and health visitors didvalue the information (96% of respondents agreed that there was, or would be an effect onfuture practice through enhanced competence in one or more areas). The impact findings can beused to guide a more precise assessment of information needs.  相似文献   

Can We Have the Writing Games? An investigation into possible teacher intervention strategies in the development of young writers     

Christine Sutcliffe 《English in Education》1991,25(2):52-61

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Teaching for understanding and/or self-regulated learning? A video-based analysis of reform-oriented mathematics instruction in Switzerland     

Christine Pauli  Kurt ReusserUrs Grob 《International Journal of Educational Research》2007,46(5):294-305

In mathematics instruction, can a teacher implement surface features of instruction that foster self-regulated learning as well as achieve quality at the deeper level of instruction, that is, focus on higher-order thinking, problem-solving, and mathematical modeling? An educational reform effort in Switzerland, which is based on constructivist and sociocultural theories of mathematics learning, targets both these dimensions: self-regulated learning and conceptual understanding. We examined the realization of the two dimensions in classroom instruction in a video-based study of 79 eighth-grade math classes using three kinds of data: videotapes of mathematics lessons, student and teacher questionnaires, and achievement tests. As to the surface level of instruction, teachers reported how frequently they provided opportunities for self-regulated learning. With regard to the deeper level of instruction, teachers reported how frequently they provided opportunities for independent problem solving. In addition, we examined the extent to which teachers’ pedagogical beliefs reflected a constructivist orientation. The results showed that teachers implemented the two dimensions relatively independently of one another. Teachers’ constructivist-oriented beliefs influenced only opportunities provided for independent problem solving and did not affect opportunities for self-regulated learning. Opportunities for self-regulated learning had a positive effect on students’ learning experience. Professional development should encourage teachers to take greater account of both surface-level and deeper-level (quality) features of instruction.  相似文献   

Editorial     

Christine Hall 《English in Education》2007,41(2):1-4

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Technology in American Culture: Current Publications     

Judith A. Mistichelli  Christine Roysdon 《Journal of American culture (Malden, Mass. : 2003)》1981,4(3):185-196

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Activity and Behavioral Development in Stunted and Nonstunted Children and Response to Nutritional Supplementation     

Julie M. Meeks Gardner  Sally M. Grantham-McGregor  Susan M. Chang  John H. Himes  Christine A. Powell 《Child development》1995,66(6):1785-1797

It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months.  相似文献   

Government and Polling: Use and Impact of Polls in the Policy-Making Process in Switzerland     

Rothmayr  Christine; Hardmeier  Sibylle 《Int. Journal of Public Opinion Research》2002,14(2):123-140

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In Praise of U.S.S.R.     

Christine Evans 《English in Education》1986,20(3):1-1

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