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1.
Christina Heady Megan M. Morrison Joshua Vossler 《The Journal of Academic Librarianship》2018,44(5):642-649
The purpose of this ecological study was to examine the impact of a library credit course on graduation rates and GPA using pre-existing records. Over 20?years of aggregate institutional data were analyzed to evaluate the course's impact on first-time-full-time, white, and black students. Results were mixed: students who took the course were less likely to graduate than their peers who did not take the course but enjoyed slightly higher GPAs at graduation. It was discovered that students taking the course are not representative of the overall student body and struggle academically. Implications for revisions to the library credit course are discussed. 相似文献
2.
Small scholar‐led scholarly journals: Can they survive and thrive in an open access future? 下载免费PDF全文
Heather Morrison 《Learned Publishing》2016,29(2):83-88
This article presents early results of a research project designed to further our understanding of how to ensure that small scholar‐led journals can survive and thrive in a global open access knowledge commons. This phase of the research focuses on generation of ideas through interviews and focus groups with 15 participants involved in producing small scholar‐led journals that either are or would like to become open access. Although a couple of journals reported that they could survive in an open access future based on existing resources, most were concerned about survival and none expressed confidence that they could thrive in an open‐access future. These journals are far more diverse than one might imagine. Comparing the costs of article production from one journal with another might not make sense. A number of avenues for further research are discussed. 相似文献
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4.
Johnetta Wade Morrison 《Early Childhood Education Journal》1991,18(4):4-7
Joey and Mary, along with three other children and the teacher, are seated at one of several tables having their snack. Mary's plate has no crackers. Giggling, Mary begins poking at Joey's plate, which still has crackers, as if she intends to snatch one. The teacher asks, “Mary, would you like more crackers?” Mary continues the poking action during the interchange and responds, “Yes.” The teacher directs Mary, saying, “Get a package of crackers from the supply table and see if other tables need additional crackers. If you would like more, then get three crackers for yourself”. 相似文献
5.
It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions. 相似文献
6.
Avi Hofstein Ingo Eilks Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical
approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do
not find their science classes interesting and motivating. These claims are especially valid regarding those students who,
in the future, will probably not embark on a career in science or engineering but will need science and technology personally
and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science
is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students
are unable to participate in societal discussions about science and its related technological applications. This paper discusses
the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported
by a theoretical rationale from various sources leading to a reflection about common practices in science education in three
countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed. 相似文献
7.
AbstractIn this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made. 相似文献
8.
William J. Meyer Patrick Morrison Anayansi Lombardero Kelsey Swingle Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205
Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment. 相似文献
9.
The definition of what it means to take a test online continues to evolve with the inclusion of a broader range of item types and a wide array of devices used by students to access test content. To assure the validity and reliability of test scores for all students, device comparability research should be conducted to evaluate the impact of testing device on student test performance. The current study looked at the comparability of test scores across tablets and computers for high school students in three commonly assessed content areas and for a variety of different item types. Results indicate no statistically significant differences across device type for any content area or item type. Student survey results suggest that students may have a preference for taking tests on devices with which they have more experience, but that even limited exposure to tablets in this study increased positive responses for testing on tablets. 相似文献
10.
This study examined whether high- and low-IQ poor readers differed in patterns of reading performance. Ten-year-old poor readers with IQ scores of 110 and higher showed difficulty in taking a phonological approach to reading, failing to show an advantage in reading high-frequency regular versus irregular words and showing impaired nonword reading accuracy for their reading age. However, poor readers with IQ scores of 90 and below showed a more phonological approach to reading, with better reading of regular than irregular words of both high and low frequency, and with nonword reading skills slower than, but as accurate as, those of reading-age controls. We concluded that the high-IQ poor readers experienced difficulty in taking a phonological approach to reading, whereas the low-IQ poor readers had much less marked phonological problems, supporting Stanovich's phonological-core variable-difference model. 相似文献