Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade   总被引：1，自引：0，他引：1  

Carol McDonald Connor  Beth M. Phillips  Michael Kaschak  Kenn Apel  Young-Suk Kim  Stephanie Al Otaiba  Elizabeth C. Crowe  Shurita Thomas-Tate  Lakeisha Cooper Johnson  Christopher J. Lonigan 《Educational Psychology Review》2014,26(3):379-401

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Connecting to nature at the zoo: implications for responding to climate change     

Susan Clayton  Jerry Luebke  Carol Saunders  Jennifer Matiasek  Alejandro Grajal 《Environmental Education Research》2014,20(4):460-475

Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic.  相似文献   

Enhancement of anatomical learning and developing clinical competence of first‐year medical and allied health profession students          下载免费PDF全文

Sarah A. Keim Janssen  Stephane P. VanderMeulen  Valerie K. Shostrom  Carol S. Lomneth 《Anatomical sciences education》2014,7(3):181-190

Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists.  相似文献   

Scholar Commons @ USF: Sharing Knowledge Worldwide     

Carol Ann Borchert  Julie Fielding 《期刊图书馆员》2014,66(1-4):161-173

Librarians and faculty members are now working together through Open Access (OA) publishing to make faculty-produced scholarly content available to researchers worldwide. The University of South Florida Tampa Library has been working with the Berkeley Electronic Press (bepress) Digital Commons platform to create a substantial institutional repository (IR) that includes OA journals, conference proceedings, and data sets, among other materials. Library staff members are currently involved in a variety of activities, including negotiating memoranda of understanding, loading backfiles, registering Digital Object Identifiers (DOIs) with CrossRef, designing layout, doing final publication steps, and assisting with technical issues. In 2011, the IR, Scholar Commons @ USF, went live, allowing the library to pull fragmented collections previously hosted on other platforms into a single system with improved discoverability. This article discusses how the repository was established, what is involved, lessons learned, and plans for future directions.  相似文献   

Changes in self-reported academic cheating across the transition from middle school to high school     

Eric M. Anderman  Carol Midgley 《Contemporary educational psychology》2004,29(4):499-517

Changes in early adolescents' self-reported cheating behaviors in mathematics before and after the transition from middle school to high school are examined. Students were surveyed in school regarding their cheating behaviors in math, and the motivational goal structures perceived in their math classrooms. Surveys were completed twice during the eighth grade (during middle school) and once at the end of the ninth grade (at the end of the first year in high school). Results indicated that self-reported cheating did not change in the year prior to the high school transition, but that reported cheating increased after the transition. Additional analyses indicated that across the high school transition, self-reported cheating in math increased for students who moved from high mastery to low mastery-oriented classes after the transition, and for students who moved from low performance to high performance-oriented classes; in contrast, self-reported cheating decreased for students who moved from low to high mastery-oriented math classrooms.  相似文献   

    

M. Gail Shroyer  Carol A. Borchers 《Journal of Science Teacher Education》1995,6(2):60

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美国图书馆的今天:实践、趋势与挑战   总被引：9，自引：0，他引：9  

柯素善  顾小明 《中国图书馆学报》2003,29(6)

目前,美国的图书馆一般都订有策略性规划,有自己的人事分类体系,建立了内部切磋交流机制和组织机构,十分重视用户工作。其发展呈现如下一些趋势:越来越多地使用电子服务方式;注重书目的双重作用;大力开展远程教育和原文传递服务;推行馆舍联合使用和采编外包及联合购买,等等。不断变化的形势,也给美国的图书馆提出了新的挑战,如如何处理科技消费问题、经费预算不稳和馆员短缺问题、资源价格高居不下和网上色情问题,等等。  相似文献   

Le management de l'archive     

Carol Couture  Louise Gagnon-Arguin 《Archival Science》2001,1(1):101-105

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Gender,culture, and geography: A comparison of seating arrangements in the United States and Taiwan     

Rebecca J. Cline  Carol A. Puhl 《Int J Intercult Relat》1984,8(2):199-219

The present study describes and compares seating preferences among Taiwanese and American respondents. Using a questionnaire method, seating preferences were obtained for 75 male and 100 female college students from the United Slates, and for 29 male and 54 female teachers of English in Taiwan. Responses were obtained for all possible combinations of sex of interaction partner, location (task or social), and six interpersonal activities. Results were summarized in the form of proportions of respondents choosing each of four possible angles of interaction: corner, opposite, diagonal, and side seating. Comparisons were made using Chisquare tests for independence.In general, results showed that Taiwanese respondents, when compared to Americans, are more likely to prefer side seating and less likely to prefer corner seating. Culture, sex of respondents, and sex of interaction partner interact in influencing preferences. In the United States, seating preferences function to unite males with females and to separate same-sex partners, while the opposite is true in Taiwan. Results are interpreted in terms of implications for intercultural communication.  相似文献   

Emblematic gestures among Hebrew speakers in Israel     

Michaela Safadi  Carol Ann Valentine 《Int J Intercult Relat》1988,12(4)

A field study was conducted in Israel to identify emblematic gestures recognized and used by Hebrew speakers. Studies which have identified the emblematic gestures of particular ethnic or national groups are reviewed and criticized. This study seeks to contribute increased rigor and systematology to the identification of particular groups' emblematic gestures.Twenty-six gestures commonly used in classroom interaction were selected for testing. The instrument used was Schneller's form, “Investigations of Interpersonal Communication in Israel.” Subjects included college students, members of YMCA classes for pensioners, and others. On the instrument, subjects noted their recognition and interpretations of the investigator's encoding intentions, their certainty or interpretation and where they learned each gesture.Whereas previous studies of this nature accepted around 70% interpretive agreement among subjects, this study indicates that at least 90% is a more reliable measure by which to label gestures “emblems.” In addition, correlations were tabulated for the effects of subjects' age, ethnicity, years in Israel, certainty about interpretation, and accuracy of interpretation.The findings of this study were: (a) eight gestures were identified as emblems, and three more gestures identified as possible emblems, (b) slightly negative although insignificant correlations were found between increased age, years in Israel, expressed certainty of interpretation and accuracy of interpretation, and (c) natives and subjects from 20–24 years of age tended to have the highest rates of expressed certainty of interpretation as well as accuracy of interpretation.The findings are compared with those of three other studies of Jews' gesturing and differences between the studies are considered. Recommendations include continuing such studies and comparing the results of related projects in order to form a comprehensive picture of particular groups of people.Limitations are discussed. These include: (a) a less than representative sample, (b) lack of a consistent conversational context, (c) potential for distortion in the decoding process, (d) the lack of a unified gesture labeling system, and (e) the possibility of cultural or researcher bias.  相似文献