Low-Income Minority Seniors' Enrollment in a Cybercafé: Psychological Barriers to Crossing the Digital Divide     

Younbo Jung  Wei Peng  Meghan Moran  Seung-A Annie Jin  Margaret McLaughlin  Michael Cody 《Educational gerontology》2013,39(3):193-212

Investigated were why some low income, predominantly immigrant seniors (n = 91) choose to enroll in free training and start to use computers and the Internet while others choose not to enroll. The study was conducted in collaboration with a senior center in downtown Los Angeles that provides free Internet access and training to its seniors. The results suggest that psychological variables (e.g., computer anxiety, computer self-efficacy, and aging anxiety) are stronger predictors of older adults' enrollment than their age or actual experience in using computers. Discussed are ways to motivate seniors to participate in computer training by reducing potential barriers.  相似文献   

Représentations Naives & Représentations Fonctionnelles des Elèves dans la Compréhension de Schémas Electriques & Electroniques     

Amigues  Ren&#;  Cazalet  Erick  Gonet  Annie 《European Journal of Psychology of Education - EJPE》1988,3(1):82-84

European Journal of Psychology of Education -  相似文献   

Decisions Hispanic families make after the identification of deafness     

Steinberg A  Bain L  Li Y  Delgado G  Ruperto V 《Journal of deaf studies and deaf education》2003,8(3):291-314

This study examines the decision-making process for Hispanic families living in the United States who have a child with a hearing loss. Twenty-nine families in four geographical areas shared their experiences in searching for appropriate interventions and making choices regarding communication and education. We explored the impact of language, culture, minority status, and access to information and services on the decision-making process. The results indicate that the deliberations of Hispanic parents are often complicated by language and cultural barriers and by limited access to information, resources, and a full range of options. The communication method chosen tended to be the one recommended by professionals, usually a combination of spoken English and sign language. Parents frequently expressed the hope that their child would learn Spanish as well. These subjects displayed a higher degree of assertiveness in obtaining services for their children than other studies have suggested.  相似文献   

Faculty and Instructor Perceptions of Open Educational Resources in Engineering     

Talea Anderson  Annie Gaines  Chelsea Leachman  Evan Peter Williamson 《The Reference Librarian》2017,58(4):257-277

As open education initiatives aiming to lower the cost of course materials appeared at two universities, librarians became involved in identifying open educational resources (OERs) for university courses. However, when considering a number of subject areas—particularly in colleges focused on upper-division instruction—librarians encountered problems related to the availability of resources and materials selection processes. For this project, librarians selected one prominent subject area at their respective institutions—engineering—and worked to identify best practices for introducing OERs into courses. They surveyed engineering faculty and instructors to better understand their perceptions and needs related to OERs and, based on this work, they suggest best practices for liaison librarians in specialized fields who wish to incorporate OERs into their outreach work with a focus on upper-division courses.  相似文献   

Taking Action on Usability Testing Findings: Simmons College Library Case Study     

Andrew R. Clark  Annie Erdmann  Jennifer Ferguson  Khalilah Gambrell  Jeremy B. Shaw-Munderback 《期刊图书馆员》2016,71(3-4):186-196

Simmons College Library conducted in-person and remote usability testing to observe how students retrieve full text when using Library Search, its discovery service system powered by EBSCO Discovery Service (EDS). Testing was conducted as a collaborative study with a consultant associated with EBSCO Information Services User Research Group. This testing found that students expect direct access to full text, have an unfavorable impression of Interlibrary Loan (ILL), and are unsure, based on terminology, which links provide direct access to full text. Steps taken by the library in response to the findings include local customization of EDS, improvements to ILL messaging, updates to user education regarding full text formats and terminology, and requests to EBSCO to update terminology to support users’ direct access to full text. Study findings also validated decisions the library made during the initial set up of its discovery service system.  相似文献   

A Multi-Media Reference Library in a Secondary School     

Annie Bireaud 《Educational Media International》2013,50(3):2-7

When the school year begins in September (1972) the first multi-media reference library will open at a secondary school in Marly-le-Roi, near Paris. This article explains both the work of those who planned the library, described by the Franch as an ‘auto-documentation centre’, and the educational objectives.  相似文献   

Reader response     

Erica DeFrain  April Hathcock  Turner Masland  Nicole Pagowsky  Annie Pho  Miriam Rigby 《College & Undergraduate Libraries》2016,23(2):217-220

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The Role of the Teacher in a Resource-based System     

Mlle Annie Bireaud 《Educational Media International》2013,50(4):8-10

Mlle Bireaud began with the observation that the relationship between school and society remained essentially the same whether the system remained traditional or became partially or largely resource-based. She then noted some of the more obvious changes in classroom procedure brought about in any changeover to a resource-based system. In the first place, thanks to modern methods of cataloguing and information retrieval, pupils were enabled to take at least partial responsibility for their own development. In the second, pupils were no longer restricted to a class-group —they were t o some extent free to move around the premises, t o work individually or in groups with constantly changing memberships. Thirdly, and not least important, pupils spent less and less time in listening t o ‘lessons’ delivered by the teachers and were more inclined to take the initiative in finding out what they needed to know for themselves.  相似文献   

Relationships between procedural rigidity and interrepresentational change in children's drawing behavior     

Picard D  Vinter A 《Child development》2007,78(2):522-541

The present experiments were aimed at testing Karmiloff-Smith's (1992) assumption that representational flexibility in drawing behavior requires the relaxation of a sequential constraint. A total of two hundred and forty 5- to 9-year-old children produced cross-category drawings (e.g., a house with wings) in 4 conditions. The results indicated that procedural rigidity declined as representational change improved. The decline in procedural rigidity occurred before representational change attained its highest level. This decline was related to a greater ability to manage early interruptions of the procedures, not to a greater ability to modify the usual feature sequencing. It was concluded that rigidity in routine development could act as a sequential constraint on interrepresentational change.  相似文献   

Early Childhood Educators’ Use of Language-Support Practices with 4-Year-Old Children in Child Care Centers     

Caroline Bouchard  Nathalie Bigras  Gilles Cantin  Sylvain Coutu  Bénédicte Blain-Brière  Joell Eryasa  Annie Charron  Liesette Brunson 《Early Childhood Education Journal》2010,37(5):371-379

The importance of encouraging language skills in early childhood has been well documented. Educators who are responsible for children in daycare services have many opportunities to use rich and stimulating educational practices that support language acquisition. The purpose of this study was to assess the language-support practices used by 22 educators in ECE centers with 174 children (87 girls and 87 boys) aged 55.7 months on average (SD = 4.2). The Teacher Interaction and Language Rating Scale developed by Girolametto et al. (Teacher interaction and language rating scale, Hanen Centre, Toronto, 2000) was translated and adapted for use in French. Analyses reveal the heterogeneity of language support provided to 4-year-old children attending early childhood education centers in Québec (Canada). Results are discussed in relation to the importance of the educational setting and specific training on language skill development provided to educators around promoting language skills in children, a fundamental prerequisite for educational success.  相似文献