Sinister storytellers,magic flutes and spinning tops: the links between play and ‘popular’ culture     

Sandra Smidt 《Early Years: An International Journal of Research and Development》2004,24(1):75-85

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The View from Above: Map Reading Skills Project     

Derek Potgieter  Sandra Olën 《International Information and Library Review》1993,25(4)

In South Africa the education system for black children is fraught with problems. These problems are the direct result of apartheid and have been compounded by poverty and illiteracy. In this article the problem of poorly qualified or unqualified teachers is discussed especially with regard to the teaching of map skills to children in their fifth school year. The project team needed to develop affordable materials which could be used in large classes by teachers after a very short period of training. Books and other materials which are available commercially were examined, but for various reasons were found to be unsuitable for local conditions. After determining the extent of the problem, the project team followed a grassroots process of developing a flip chart which teachers learnt to use with confidence and which enabled pupils to master the concepts and skills necessary for understanding a map.  相似文献   

Merrell,K.W. (2001). Helping students overcome depression and anxiety: A practical guide. New York: The Guilford Press, 231, pp., $29.00.     

Mahri J. Elinoff  Sandra M. Chafouleus 《Psychology in the schools》2003,40(6):700-701

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Will This Be on the Exam? or,How to Get Students to Study More     

Sandra E. Strasser 《Decision Sciences Journal of Innovative Education》2003,1(1):155-158

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Creating a flexible fund structure to meet the needs and goals of the library and its users     

Wyoma vanDuinkerken  Jane Smith  Jeanne Harrell  Leslie J. Reynolds  Sandra Tucker  Esther Carrigan 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):142-149

This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use.  相似文献   

Nouns Mark Category Relations: Toddlers'' and Preschoolers'' Word-Learning Biases     

Sandra R. Waxman  Toby D. Kosowski 《Child development》1990,61(5):1461-1473

Recent research suggests that preschool children approach the task of word learning equipped with implicit biases that lead them to prefer some possible meanings over others. The noun-category bias proposes that children favor category relations when interpreting the meaning of novel nouns. In the series of experiments reported here, we develop a stringent test of the noun-category bias and reveal that it is present in children as young as 2 years of age. In each experiment, children participated in a 5-item match-to-sample task. Children were presented with a target item (e.g., a cow) and 4 choices, 2 of which belonged to the same superordinate category as the target (e.g., a fox and a zebra) and 2 of which were thematically related to the target (e.g., milk and a barn). In Experiment 1 we demonstrate that novel nouns prompt preschool children to attend to superordinate-level category relations, even in the presence of multiple thematic alternatives. In Experiment 2, we ascertain that the bias is specific to nouns; novel adjectives do not highlight superordinate category relations. In Experiment 3, we demonstrate the noun-category bias in 2-year-olds. The nature and utility of the noun-category bias are discussed.  相似文献   

Helping science methods students construct meaning from text     

Dr. Sandra K. Abell 《Journal of Science Teacher Education》1992,3(1):11-15

Conclusion The pursuit of meaning through reflection is an ultimate goal of teacher education. The reading reaction sheet strategy is one way to help methods students construct meaning about science teaching and learning, and is applicable to other college courses where considerable reading is expected. Furthermore, through instructor modeling (Kyle, Abell, & Shymansky, 1989; Yeany & Padilla, 1986), preservice teachers are more likely to employ techniques for reading in the content area in their own teaching. Thus the reading reaction sheet strategy illustrates the integration of research in reading, writing, and science education and its application to classroom practice.  相似文献   

Knowledge into action – supporting the implementation of evidence into practice in Scotland          下载免费PDF全文

Sandra Davies  Paul Herbert  Ann Wales  Karen Ritchie  Suzanne Wilson  Laura Dobie  Annette Thain 《Health information and libraries journal》2017,34(1):74-85

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Managing Discovery and Linking Services     

Leanna Jantzi  Jennifer Richard  Sandra Wong 《期刊图书馆员》2016,70(1-4):184-197

There is a growing trend toward a consolidation of services for electronic resources management, A–Z journal listings, full text link resolving, and discovery services under a single service provider. In many cases, the adoption of a discovery service from a provider that is not the same as the libraries’ existing link resolver service means managing multiple knowledgebases. In this session, three librarians gave an overview of their experiences and strategies for maintaining separate link resolving and discovery services in lieu of adopting a full suite of services from a single service provider. Each speaker presented a case study on the advantages and challenges of managing their chosen discovery service: EBSCO Discovery Service, Ex Libris’ Primo and ProQuest’s Summon, in conjunction with the CUFTS/GODOT open source knowledgebase and link resolver service.  相似文献   

Models of influence on mathematics instructional coaches     

Sue Brown  Scott Harrell  Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588

In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation.  相似文献