RECOMDOC ’92: Report on the first eastern european conference on museum and cultural heritage documentation     

Nancy Bryan 《Archives and Museum Informatics》1992,6(3):9-10

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Scientific information: what researchers need     

Bryan Coles 《Learned Publishing》1991,4(2):82-84

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Branch Study Groups     

Bernard Bryan 《English in Education》1969,3(2):84-90

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An enlargement of vision: the university response     

Bryan Luckham 《Higher Education Quarterly》1979,34(1):108-119

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Why some early college high school students do not transition to a 4‐year college: An exploration of perceived barriers and schooling experiences on students’ transition plans     

Bryan C. Hutchins  Nina Arshavsky  Julie A. Edmunds 《Psychology in the schools》2019,56(7):1117-1138

This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4‐year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4‐year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of noncollege bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that noncollege bound students are diverse in their reasons for not continuing their education at a 4‐year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions.  相似文献   

Responding to the Message: providing a social context for children learning to write     

Helen Jerram  Ted Glynn  Bryan Tuck 《教育心理学》1988,8(1-2):31-40

Abstract In this classroom‐based research study, written expression was viewed as an interactive social process involving written communication between the teacher and the children. Children received increased opportunities to write on topics they chose themselves, and their teacher responded in writing to the content of their writing. The teacher did not provide corrective feedback for accuracy of spelling or grammar throughout the study. Written content feedback from the teacher was provided to each child according to an intra‐subject ABAB research design. Analysis of the teacher's written feedback identified her use of six specific categories of positive response to the themes, ideas and characters of each child's writing. Significant increases in both quantity and quality of writing occurred during the written content feedback phases. Spelling accuracy was maintained at a high level of accuracy throughout the study.  相似文献   

Family-Centered Intervention for Young Children at-risk for Language and Behavior Problems     

Pen-Chiang Chao  Tanis Bryan  Karen Burstein  Cevriye Ergul 《Early Childhood Education Journal》2006,34(2):147-153

This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children’s language and behavior. Forty-one 3–5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent–professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development—Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children’s problems, especially when done as part of a professional collaboration.  相似文献   

From description to explanation: An empirical exploration of the African‐American pipeline problem in STEM     

Bryan A. Brown  J. Bryan Henderson  Salina Gray  Brian Donovan  Shayna Sullivan  Alexis Patterson  William Waggstaff 《科学教学研究杂志》2016,53(1):146-177

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Increasing physical literacy in youth: A two-week Sport for Development program for children aged 6-10     

Warner  Marika  Robinson  Jackie  Heal  Bryan  Lloyd  Jennifer  Mandigo  James  Lennox  Bess  Davenport Huyer  Larkin 《Prospects》2021,50(1-2):165-182

PROSPECTS - Regular physical activity significantly improves health outcomes, yet rates of childhood physical activity remain alarmingly low. Physical literacy has been identified as the...  相似文献   

浅议非英语专业英语口语教学改革     

吴雪松 《职教通讯(江苏技术师范学院学报)》2006,12(3)

非英语专业学生口语能力有待提高.如何提高学生的口语水平始终是英语教学中的难点和重点.传统教学模式下的大学英语教学束缚了学生学习潜能的发挥.大学英语教学模式的改革可以考虑采用"任务型教学法".任务型教学模式是20年来交际教学思想的一种发展形态,它把语言运用的基本理念转化为具有实践意义的课堂教学模式.本研究将任务型教学理念应用于非英语专业英语口语教学之中,通过对任务型教学理论的定义、特征和理论基础等方面的阐析,提出任务型口语教学的总体设计思路和具体教学改革措施.  相似文献