Flipping the classroom to teach systematic reviews: the development of a continuing education course for librarians     

Marisa L. Conte  Mark P. MacEachern  Nandita S. Mani  Whitney A. Townsend  Judith E. Smith  Chase Masters  Caitlin Kelley 《Journal of the Medical Library Association》2015,103(2):69-73

Objective:The researchers used the flipped classroom model to develop and conduct a systematic review course for librarians.Setting:The research took place at an academic health sciences library.Method:A team of informationists developed and conducted a pilot course. Assessment informed changes to both course components; a second course addressed gaps in the pilot.Conclusion:The flipped classroom model can be successful in developing and implementing a course that is well rated by students.  相似文献   

Signposts – policy and practice for teaching about religions and non-religious world views in intercultural education     

Bill Gent 《British Journal of Religious Education》2015,37(1):103-105

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Helping the One You Hurt: Toddlers’ Rudimentary Guilt,Shame, and Prosocial Behavior After Harming Another          下载免费PDF全文

Jesse D. K. Drummond  Stuart I. Hammond  Emma Satlof‐Bedrick  Whitney E. Waugh  Celia A. Brownell 《Child development》2017,88(4):1382-1397

This study explored the role of guilt and shame in early prosocial behavior by extending previous findings that guilt‐ and shame‐like responses can be distinguished in toddlers and, for the first time, examining their associations with helping. Toddlers (n = 32; M_age = 28.9 months) were led to believe they broke an adult's toy, after which they exhibited either a guilt‐like response that included frequently confessing their behavior and trying to repair the toy; or a shame‐like response that included frequently avoiding the adult and seldom confessing or attempting to repair the toy. In subsequent prosocial tasks, children showing a guilt‐like response helped an adult in emotional distress significantly faster and more frequently than did children showing a shame‐like response.  相似文献   

When homelessness becomes a “luxury”: Neutrality as an obstacle to counterpublic rights claims     

Whitney Gent 《Quarterly Journal of Speech》2017,103(3):230-250

Rhetorical scholars have consistently demonstrated the value of engaging with difference in processes of public deliberation, yet publics still regularly make arguments on the basis of neutrality. Using a case study of advocacy for homeless bills of rights, I employ rhetorical field methods to assess vernacular responses to counterpublic rights claims. By attending to neutrality’s rhetorical force in practice, I examine how it enables publics to deny counterpublic assertions of inequality and obstruct counterpublic rights claims. I argue that neutrality allows publics to deny counterpublics’ needs, define counterpublics’ identities, and disguise their own self-interest. The theory of neutrality I offer here pushes rhetoricians beyond questions of its (un)desirability and (im)possibility to an understanding of how it operates.  相似文献   

Drug mules: women in the international cocaine trade     

Whitney Marsh 《Journal of Criminal Justice Education》2017,28(1):149-151

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Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades     

Katherine Barghaus  John Fantuzzo  Whitney LeBoeuf  Cassandra Henderson  Feifei Li  Paul McDermott 《Early education and development》2017,28(2):154-166

Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and 3rd-grade students in the district. Factor analytic examination revealed a bifactor structure as the best fit to the data. The bifactor structure reflected a general factor of Problems in Behavioral Engagement and two group factors: Problems in Social Engagement and Problems in Academic Engagement. These factors were found to be reliable within and across grades and demonstrated convergent and divergent relations with academic and behavioral outcomes. Practice or Policy: Findings provide initial evidence to support the routine use of the PCES in a large urban setting. The use of the PCES can help in fostering district-wide attention to students’ early difficulties with behavioral, social, and academic engagement.  相似文献   

The world of the British hifz class student: observations,findings and implications for education and further research     

Bill Gent 《British Journal of Religious Education》2011,33(1):3-15

This article draws on ethnographic fieldwork that took place in 2004 in a boys’ hifz class which met in a north‐east London mosque. Drawing on the results of semi‐participant observations and semi‐structured interviews, the research findings are collated under five themes: the routines and rhythms of the hifz class; routes into the hifz class; the students’ perceptions of what they were doing; the ‘sacrifice’ of becoming a hafiz; and hifz class and the rest of students’ lives. Though the analysis is largely of the subjective responses of hifz class members and cannot therefore give definitive answers to research questions, the author points to some of the implications of this work and offers pointers for further research work in this field.  相似文献   

The UNESCO book production statistics     

Gretchen Whitney 《Publishing Research Quarterly》1989,5(4):12-29

UNESCO’S Statistical Yearbook annually provides figures for the production of books in English, French, German, Spanish, and Russian. A detailed analysis of these data show that the lack of responses to questionnaires is the primary contributor to gaps in the statistics. If nonresponding countries had provided the requested information, the statistics would have shown increasing production of books in these languages. The 1987 questionnaire is reproduced in the Appendix. Gretchen Whitney is an assistant professor at the Graduate Library School of The University of Arizona and author ofLanguage Distribution in Databases. She teaches in the fields of information science and information policy.  相似文献   

Missing in Measurement: Why Identifying Learning in Integrated Domains Is So Hard     

Bortz  Whitney Wall  Gautam  Aakash  Tatar  Deborah  Lipscomb  Kemper 《Journal of Science Education and Technology》2020,29(1):121-136

Journal of Science Education and Technology - Integrating computational thinking (CT) and science education is complex, and assessing the resulting learning gains even more so. Arguments that...  相似文献   

Vocabulary does not complicate the simple view of reading     

David Braze  Leonard Katz  James S. Magnuson  W. Einar Mencl  Whitney Tabor  Julie A. Van Dyke  Tao Gong  Clinton L. Johns  Donald P. Shankweiler 《Reading and writing》2016,29(3):435-451

Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC.  相似文献