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Leonard A. Jason Karen E. Danner Andrew M. Weine Karen S. Kurasaki Jay H. Johnson Luann Warren-Sohlberg Olga Reyes 《Early education and development》1994,5(4):277-288
Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices. 相似文献
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Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing. 相似文献
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Several authors have suggested reasons for children transferring to new schools, and they have hypothesized that the reasons may affect the nature and tenure of the transition process. The present study investigated the reasons parents of 451 elementary school children gave for changing schools and demonstrated that the reasons influenced children's ability to adjust to their new schools. Specifically, children transferring because their old school closed were more competent academically and had a higher average socioeconomic status than did the other groups. On the other hand, those transferring because of changing households had poorer academic performance and more stressful life events on average than the other groups. Finally, reasons for moving not only vary according to race, but the effects of the reasons are different for each racial group. Implications for school personnel seeking to integrate transfer students into their schools effectively are discussed. 相似文献
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如何成为一名成功的大学生?也许由于每个人对成功的定义不同,答案也各不相同。但是对一名大学生来说,学业毕竟是最重要的。因为今天你所做的直接决定明天你能得到的。为了不给自己的青春留下遗憾,从今天起,树立目标并为之奋斗,努力开创属于自己的美好明天! 相似文献
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Luann Wilkerson 《Instructional Science》1994,22(4):303-315
Student ratings of problem-based tutors at Harvard Medical School in 1987–1988 indicated that tutors were seen by first year students as most helpful in encouraging critical appraisal of information, questioning and probing the reasoning process, and balancing basic science and clinical discussions. Narrative comments about the best tutors further indicated that such tutors were most helpful in balancing student-directedness with guidance and sharing professional expertise without lecturing. A concurrent survey of faculty tutors indicated that tutors rated these same skills as important. Comparing students' ratings of helpfulness with tutors' ratings of importance, two discrepancies emerged. Tutors rated student direction as more important than students rated its helpfulness. On the other hand, tutors rated the ability to balance clinical and basic science discussion as the least important skill while students' ratings indicated that it was extremely helpful. These disparities suggest points of discussion and skill building for faculty development programming. 相似文献
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Youjung Lee Laura Bronstein Luann Kida Monique Saastamoinen 《Journal of Education for Students Placed at Risk》2017,22(1):25-37
This qualitative study explores the experiences of school professionals working with grandparent-headed families. Twenty individual interviews with an array of professional school staff were conducted. Thematic analysis was utilized, and 3 key themes emerged: (a) compassion for grandparent-headed families' unique challenges; (b) lack of adequate knowledge about grandparent-headed families; and (c) strategies for engaging grandparents raising their grandchildren. Implications address the importance of understanding the unique needs of grandparent-headed families and ways to maximize the success of these marginalized families through active family engagement and school-linked services. 相似文献
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Earl C. Butterfield Douglas J. Hacker Luann R. Albertson 《Educational Psychology Review》1996,8(3):239-297
To assess progress in understanding text revision, we review research reported since 1980, when process analyses of writing were beginning (Fitzgerald, 1987). A modernized version of the revision model by Flower, Hayes, Carey, Schriver, and Stratman (1986) was used to organize findings about how revision is influenced by environmentally posed rhetorical problems and actual text variables; by cognitive knowledge, strategies, and representations of the text being revised; by metacognitive understanding, monitoring, and control of knowledge and strategies; by interactions among these environmental, cognitive, and metacognitive influences; and by how working memory limits those interactive influences. These influences have been studied with a rich diversity of research approaches, and even though no part of the modernized model has been studied fully, and even though interactions of the model's parts have been examined minimally, clearly interpretable results have been reported about all of the model's parts. Substantial and encouraging progress has been made toward understanding text revision, and the stage has been set for more progress. We suggest investigations to increase understanding of revision and to promote integration of research and theory about reading and writing. 相似文献