Teaching Google Scholar: A practical guide for librarians,P./INS; Alfonzo,From practical guides for librarians. No. 26, M. Sandra Wood (Ed.), Rowman & Littlefield,Lanham, MD (2016), 188 pp. $65.00. ISBN 978-1-4422-4358-3     

Amy Riegelman 《The Journal of Academic Librarianship》2018,44(6):875-876

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Civics and citizenship education in Australia: challenges,practices and international perspectives     

Amy McKernan 《师资教育杂志》2018,44(4):521-522

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Competency-based career planning for reference and user services professionals     

Amy Lewontin 《Public Services Quarterly》2020,16(3):180-181

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Balancing pressures for SENCos as managers,leaders and advocates in the emerging context of the Covid-19 pandemic     

Amy L. Clarke  Elizabeth J. Done 《British Journal of Special Education》2021,48(2):157-174

This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit.  相似文献   

Commentary: the coalition for improving maternity services:     

Hodges S  Stewart SB  Hotelling B  Romano A 《The Journal of perinatal education》2007,16(Z1):93S-96S

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.  相似文献   

Importing organizational reform: The case of lay boards in Hungary     

Anthony W. Morgan  Amy Aldous Bergerson 《Higher Education》2000,40(4):423-448

Hungary initiated a major higher education reform program inthe early 1990s that included the establishment of boards at boththe national and institutional levels. This article exploresHungarians' engagement of the idea of boards, adaptations of theAmerican model, adoption of their own model and earlyimplementation. Importing an organizational reform like boardsoccurs within existing cultural and political norms. Thetraditional socialist norms, surrounding nature of the socialisteconomy and the concept of a civil society in countries likeHungary loom large in introducing new structures and values.Structurally, boards at both the national and institutionallevels challenge not only the remnants of the Soviet model ofhigher education but also the classic continental model, uponwhich Hungarian universities were built, of a bimodaldistribution of power between the state and the professorate. Boards fall between the state and professorate and challengethese power centers. The decentralization that boards representruns counter to bureaucratic ministry control and threatens thenewly found power of institutional senates. In a larger,societal sense they also occupy that intermediate space betweenthe government and the individual or what many writers refer toas civil society that by most observers' accounts isunderdeveloped in countries like Hungary. Underdevelopment ofcivil society generally raises questions of societal readinessfor institutions like boards.Politically, the introduction of boards demonstrates thecomplex nature of support for and opposition to change as well asthe personalized politics in reform movements in smallercountries. The changes that have occurred in governments alsoreveal how difficult institutionalization of reform can beespecially when combined with strong cultural norms that mitigateagainst change. While it is too early to tell whether boardswill flourish or wither, they have encountered rocky soil at thenational level and neglect at the institutional level in Hungary.  相似文献   

Within and Across Language Predictors of Word Learning Processes in Dual Language Learners     

Amy Pace  Rufan Luo  Dani Levine  Aquiles Iglesias  Jill de Villiers  Roberta M. Golinkoff  Mary S. Wilson  Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53

This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.  相似文献   

Effect of sport education on students’ perceived physical literacy,motivation, and physical activity levels in university required physical education: a cluster-randomized trial     

Choi  Siu Ming  Sum  Kim Wai Raymond  Leung  Fung Lin Elean  Wallhead  Tristan  Morgan  Kevin  Milton  Daniel  Ha  Sau Ching Amy  Sit  Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155

Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is...  相似文献   

Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind     

William V. Fabricius  Christopher R. Gonzales  Annelise Pesch  Amy A. Weimer  John Pugliese  Kathleen Carroll  Rebecca R. Bolnick  Anne S. Kupfer  Nancy Eisenberg  Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154

An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate.  相似文献   

How Do Teachers Use Comics to Promote Engagement,Equity, and Diversity in Science Classrooms?     

Matuk  Camillia  Hurwich  Talia  Spiegel  Amy  Diamond  Judy 《Research in Science Education》2021,51(3):685-732

Research in Science Education - Equitable learning opportunities are critical to the goals of science education. However, major curriculum standards are vague on how to achieve equity goals, and...  相似文献