排序方式： 共有78条查询结果，搜索用时 140 毫秒
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Karla K. McGregor Natalie Langenfeld Sam Van Horne Jacob Oleson Matthew Anson Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102
To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments. 相似文献
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Allan B. de Guzman Les Paul Valdez Maverick B. Orpiana Nikki Angela F. Orantia Patrick Van E. Oledan Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340
According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement. 相似文献
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Tertiary Education and Management - In this article, we will argue that students played an important role at several crucial junctures of modern Czech history, which secured them a central position... 相似文献
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Jon Zabala Borja González-Albo Ana García-García Aurora Garrido-Domínguez José Ignacio Vidal-Liy Luis R. Álvarez-Díez Soledad Hernando-Tundidor Yara Mostazo-Fernández Teresa Abejón 《Learned Publishing》2023,36(2):205-216
This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster. 相似文献
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In 2008, the type of document “proceedings paper” (PP) was assigned in the WoS database to journal articles which were initially presented at a conference and later adapted for publication in a journal. Since the use of two different labels (“article” and “proceedings paper”) might lead to infer differences in their relevance and/or quality, this paper presents a comparative study of standard journal articles and PP in journals to explore potential differences between them. The study focuses on the Library and Information Science field in the Web of Science database and covers the 1990–2008 period. PP approximately account for 9% of the total number of articles in this field, two-thirds of which are published in monographic issues devoted to conferences, which tend to be concentrated in specific journals. Proceedings papers emerge as an heterogeneous set comprising PP in ordinary issues, similar to standard articles in structure and impact of research; and PP in monographic issues, which seem to be less comprehensive and tend to receive less citations. Faster publication of PP in monographic than in ordinary issues may conceal differences in the review process undergone by either type of paper. The main implications of these results for authors, bibliometricians, journal editors and research evaluators are pointed out. 相似文献
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Staunton Tom Rogosic Karla 《International Journal for Educational and Vocational Guidance》2021,21(3):697-715
International Journal for Educational and Vocational Guidance - Labour Market Information forms a central place in career practice and how individuals enact their careers. This paper makes use of... 相似文献
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School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (Model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (Model 2). Practical implications, strengths and limitations were discussed. 相似文献
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We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006. 相似文献
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