Letter from the editors     

Peter Bentley  Carroll Graham 《Journal of Higher Education Policy & Management》2017,39(5):469-470

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Editorial          下载免费PDF全文

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2015,42(3):230-233

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CONFRONTING THE UBIQUITY OF ELECTRONIC COMMUNICATION AND SOCIAL MEDIA: ETHICAL AND LEGAL CONSIDERATIONS FOR PSYCHOEDUCATIONAL PRACTICE     

Joseph A. Demers  Amanda L. Sullivan 《Psychology in the schools》2016,53(5):517-532

Most U.S. children and adults use computers and the Internet on a daily basis. The pervasiveness of electronic communication in a variety of contexts, including home and school, raises ethical and legal concerns for school psychologists and those in related fields of practice, because of the risks to privacy and confidentiality, boundaries, competence, and students’ well‐being. We detail the legal and ethical dilemmas school psychologists may face in electronic data storage and transmission, use of social networking, and efforts to address cyber bullying. We review relevant legal and ethical guidelines and provide recommendations for training and practice.  相似文献   

Editorial     

Graham Hallett  Fiona Hallett 《British Journal of Special Education》2016,43(2):104-107

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Here,there and everywhere: an analysis of reference services in academic archives     

Amanda Oliver  Amanda Jamieson 《档案与原稿》2017,45(2):136-154

The purpose of this study is to investigate how archivists conduct reference services. The investigators administered two surveys to 19 participants at 15 Canadian academic archives to understand archivists’ behaviour while performing reference. There is no standard approach to reference as many archivists use institution-specific tools coupled with their own knowledge. Finding aids are the most frequently accessed tool and are most often used in conjunction with other tools. Limited resources are the primary barrier to the provision of effective reference services. The tools that are employed by archives are archivist focused, which results in reference services that are not user focused.  相似文献   

Alcohol‐Related Consequences Among First‐Year University Students: Effectiveness of a Web‐Based Personalized Feedback Program          下载免费PDF全文

Diana M. Doumas  Kinsey Nelson  Amanda DeYoung  Camryn Conrad Renteria 《Journal of College Counseling》2014,17(2):150-162

This study evaluated the effectiveness of a web‐based personalized feedback program using an objective measure of alcohol‐related consequences. Participants were assigned to either the intervention group or an assessment‐only control group during university orientation. Sanctions received for campus alcohol policy violations were tracked over the academic year. Results indicated high‐risk drinkers in the control group received significantly more sanctions than other students. Results support the effectiveness of web‐based interventions.  相似文献   

Exploring the Relationship Between Social Interest,Social Bonding,and Collegiate Substance Abuse          下载免费PDF全文

Amanda L. Giordano  Craig S. Cashwell 《Journal of College Counseling》2014,17(3):222-235

Substance abuse continues to be prevalent on college campuses. This study explored the relationships between social interest, social bonding, and hazardous drinking and marijuana use among college students. Results indicate that the social bonding elements of religious commitment, respect for authority, and acceptance of conventional beliefs, along with social interest, significantly differ between groups of students engaged in hazardous drinking and marijuana use.  相似文献   

英语的未来(英文)     

Graham Bradford 《英语沙龙》2014,(4):42-43

正Pre-reading task1.How long have you been learning English?2.Why are you learning English?Now,read the article and compare your experiences with those outlined in the article.It has long been accepted that English is a global language,used in all corners of the world as a means of communication.In many parts of the world,English is regarded as a basic skill,which children learn at an early age so they can study through English later.  相似文献   

High school teachers use of writing to support students’ learning: a national survey     

Amy Gillespie  Steve Graham  Sharlene Kiuhara  Michael Hebert 《Reading and writing》2014,27(6):1043-1072

A random sample of language arts, social studies, science, and math high school teachers from across the United States were surveyed about their use of writing to support student learning. Four out of every five teachers reported they used writing to support student learning, applying on average 24 different writing activities across the school year, with nine activities applied by at least one-half of the teachers once a month or more often. Teachers’ responses, however, raised several concerns. One, a majority of teachers indicted they did not receive adequate preservice or inservice preparation on how to use writing to support learning (this issue was especially acute for science and math teachers). Two, many of the nine most commonly applied writing to learn activities involved little or no analysis, interpretation, or personalization of information to be learned. Three, use of writing activities involving the use of digital tools, report writing, and written arguments were infrequent. Such activities are stressed by the Common Core State Standards. Four, when respondents taught students how to apply writing to learn activities, they only used effective teaching practices slightly more than one half of the time (math teachers did this even less often). We further found that use of writing to support learning was related to teachers’ preparation to apply such strategies, perceptions of capabilities to teach and use these tools, and percent of below average students in the class.  相似文献   

MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning     

Mable B. Kinzie  Jessica Vick Whittaker  Amanda P. Williford  Jamie DeCoster  Patrick McGuire  Youngju Lee  Carolyn R. Kilday 《Early childhood research quarterly》2014

MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes.  相似文献