Managing Metadata in Web-Scale Discovery Systems     

William Schultz Jr. 《Journal of Web Librarianship》2017,11(3-4):262-263

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Examining public acquisition of science knowledge from social media in Singapore: an extension of the cognitive mediation model     

Shirley S. Ho  Xiaodong Yang  Amber Thanwarani  Juliana M. Chan 《亚洲交流杂志》2017,27(2):193-212

This study extends the cognitive mediation model (CMM) by examining the role of social media in cultivating public science knowledge. A sample of 901 Singaporeans was collected through an online survey panel. The results showed that the CMM could be applied to a social media context with a focus on science literacy. Specifically, the findings indicated that people with higher levels of surveillance gratification and social utility motivations tended to pay more attention and to elaborate more about science news that they encounter on social media. Likewise, people with greater social utility motivation tended to engage in greater interpersonal discussions on social media. Notably, attention to news on social media had an indirect association with science knowledge through news elaboration and interpersonal discussion on social media. Implications for theory and practice for science communication were discussed.  相似文献   

A QUALITATIVE STUDY OF FACILITATORS AND BARRIERS RELATED TO COMPREHENSIVE AND INTEGRATED SCHOOL PSYCHOLOGICAL SERVICES     

Jose M. Castillo  Jennifer R. Wolgemuth  Chris Barclay  Amira Mattison  Sim Yin Tan  Sujay Sabnis  Amber Brundage  Leslie Marshall 《Psychology in the schools》2016,53(6):641-658

Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed.  相似文献   

Identity Narratives: Stories from the Lives of Urban Adolescent Females     

Schultz  Katherine 《The Urban Review》1999,31(1):79-106

In this article, I present narratives told to me by female students of color who attended high school in an urban setting. Collected as part of an interpretive study in which I interviewed students during their senior year of high school and the first two years after graduation, these narratives focus on two themes: identity as oppositional and as contingent or shifting. I use these narratives to describe how youth simultaneously participated in and resisted school. I show that youth's shifting sets of identities shaped their participation in school, their definitions of success and the visions they held for the future. This article suggests that schools provide safe spaces for adults and young women to form mentoring relationships, that we reorganize schools so that school personnel have contact with fewer students, and finally, that we be careful not to write off students once they have children or because of poor academic records. The narratives belie simple explanations of success or failure for females of color living in poverty. Rather, they suggest the importance of listening to youth as we reformulate education policy and practice.  相似文献   

Educating the special needs student in the regular classroom   总被引：1，自引：0，他引：1  

L R Schultz 《Exceptional children》1982,48(4):366-368

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Somewhere Through Time: A Discussion With George and Annemarie Roeper     

Robert A. Schultz 《Roeper Review》2016,38(4):208-212

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Improving kindergarten teachers’ differentiation practices to better anticipate student differences     

Elma M. Dijkstra  Amber Walraven  Ton Mooij  Paul A. Kirschner 《Educational studies》2016,42(4):357-377

This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest–posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support.  相似文献   

Doctoral Students' Experiences with Pedagogies of the Home,Pedagogies of Love,and Mentoring in the Academy     

Jennifer Esposito  Taneisha Lee  Kelly Limes-Taylor Henderson  Amber Mason  Anthony Outler  Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177

In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs.  相似文献   

DEVELOPING PARENT‐PROFESSIONAL PARTNERSHIPS IN A POSTSECONDARY EDUCATION PROGRAM FOR STUDENTS WITH DISABILITIES     

Grace L. Francis  Elizabeth Fuchs  Andrew D. Johnson  Sarah Gordon  Amber Grant 《Psychology in the schools》2016,53(10):1045-1056

Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support.  相似文献   

Discrete models : by Donald Greenspan. 165 pages,diagrams, 9 × 12 in. Reading,Mass., Addison-Wesley Publishing Co., 1973. Price, $16.00 hard cover; $8.50 paperback.     

David Schultz 《Journal of The Franklin Institute》1975,299(4):303-304

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