Library Automation: Issues and Applications     

Beverly L. Renford 《Journal of the Medical Library Association》1986,74(4):388-395

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The effects of developing English language and literacy on Spanish reading comprehension     

Tracy G. Spies  Rafael Lara-Alecio  Fuhui Tong  Beverly J. Irby  Tiberio Garza  Margarita Huerta 《The Journal of educational research》2018,111(5):517-529

In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced.  相似文献   

Being hurt and hurting others: children's narrative accounts and moral judgments of their own interpersonal conflicts     

Wainryb C  Brehl BA  Matwin S 《Monographs of the Society for Research in Child Development》2005,70(3):1-114

Children's narrative accounts and moral evaluations of their own interpersonal conflicts with peers were examined. Girls and boys (N = 112) in preschool (M= 4.8 years), first grade (M = 6.9 years), fifth grade (M = 10.9 years), and tenth grade (M = 16.2 years) provided one narrative of a time when they had been hurt by a peer ("victim"), and one of a time when they had hurt a peer ("perpetrator"). Victim and perpetrator narratives were equally long and detailed and depicted similar types of harmful behaviors, but differed significantly in terms of various measures of content and coherence. Narratives given from the victim's perspective featured a self-referential focus and a fairly coherent structure. When the same children gave accounts of situations in which they had been the perpetrators, their construals were less coherent and included multiple shifts between references to their own experience and the experience of the other. Children's moral judgments also varied by perspective, with the majority of victims making negative judgments and nearly half the perpetrators making positive or mixed judgments. These differences in moral judgments were related to the distinct ways in which victims and perpetrators construed conflict situations. Age differences were also found in both narrative construals and moral evaluations, but regardless of their age children construed conflict situations differently from the victim's and the perpetrator's perspectives. By integrating, within the study of moral development, children's interpretations of the social interactions that are at the basis of moral thinking, this approach brings us a step closer to conceptualizing the study of children's moral behavior.  相似文献   

Circumstances surrounding cheating: A questionnaire study of college students   总被引：1，自引：1，他引：1  

Randy L. Genereux  Beverly A. McLeod 《Research in higher education》1995,36(6):687-704

A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.Both authors contributed equally to this research.A version of this paper was presented at the annual meeting of the American Psychological Association, Toronto, Ontario, August 1993.  相似文献   

Measuring and comparing academic language development and conceptual understanding via science notebooks     

Margarita Huerta  Fuhui Tong  Beverly J. Irby  Rafael Lara-Alecio 《The Journal of educational research》2016,109(5):503-517

The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors quantified the student notebook language and concept scores. They compared language growth over time across three time points: beginning, middle, and end of the school year and across language-status (ELL, former ELL, and ES), and gender using mixed between-within subjects analysis of variance (ANOVA). The authors also compared students’ conceptual understanding scores across categories in three domains using ANOVA. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores, and we noticed conceptual trends in which scores for ELLs, former ELLs, and male students lagged behind at first, but caught up to their peers by the end of the school year.  相似文献   

Getting Comfortable with Discomfort: Preparing Counselor Trainees to Broach Racial,Ethnic, and Cultural Factors with Clients during Counseling     

Norma L. Day-Vines  Beverly Booker Ammah  Sam Steen  Kristy M. Arnold 《International journal for the advancement of counseling》2018,40(2):89-104

Counselors’ considerations of racial and cultural factors in the lives and experiences of clients enhances counseling outcomes. Acknowledgement of cultural factors enhances counselor credibility, client satisfaction, and the depth of client disclosure. This article opens with an overview of the Continuum of Broaching Behavior (Day-Vines et al. 2007), continues with a case illustration that enumerates categories along the continuum, provides empirical support for the continuum, and closes with a set of instructional strategies for counselor educators to infuse within a multicultural counseling course.  相似文献   

Family literacy     

Beverly Busching 《Early Childhood Education Journal》1986,13(3):42-42

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Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students   总被引：1，自引：0，他引：1  

Eppler  Marion A.  Harju  Beverly L. 《Research in higher education》1997,38(5):557-573

This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job.  相似文献   

Vitalizing Natural Resources Education     

Beverly H. Southern 《The Journal of environmental education》2013,44(1)

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Editor’s Overview: The Role of Peer Mentoring in Academe     

Jennifer Boswell  Beverly J. Irby 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):391-395

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