Public Library Users: Perspectives of Socially Vulnerable Populations     

S. Richter  J. Bell  M. K. Jackson  L. D. Lee  P. Dashora  S. Surette 《图书馆管理杂志》2019,59(4):431-441

Modern public libraries strive for inclusivity. Part of this effort involves enhancing staff capacity for engaging with socially vulnerable populations. This paper presents the outcomes of a study on library use by homeless adults, one of the most vulnerable of populations. The study employed a mix of methods. Part one was quantitative: a survey of library patrons. A second, qualitative phase involved focus groups – two of which were comprised of homeless patrons. Several areas of concern and need emerged, including physical space, safety, library services, and interactions with the library staff.  相似文献   

Television and Movie Viewing Predict Adults’ Romantic Ideals and Relationship Satisfaction     

Valerie Ellen Kretz 《Communication Studies》2019,70(2):208-234

The current study examined the associations between television and movie use, romantic ideals (belief in love conquers all and soul mates), and relationship satisfaction among adults who were currently in romantic relationships. Participants were 306 individuals aged 18–64. They were asked about their media use, their romantic beliefs, and their current relationship. In addition to overall time spent watching television and movies, seven specific genres were measured. Results indicated that viewing each genre of television and movie analyzed (including relationship reality TV, TV drama, TV comedy, soap opera, and romantic movie) was positively associated with romantic ideals. The results for television were not in the hypothesized direction or consistent with prior studies. Television drama and romantic movie viewing were the strongest predictors of belief in love conquers all and relationship satisfaction, whereas soap opera viewing was the strongest predictor of belief in soul mates. None of these associations were moderated by age or relationship length. Mediation analyses also showed that specific genres of viewing were positively associated with relationship satisfaction via romantic ideals. The implications of viewing television and movies for adults’ romantic relationships are discussed.  相似文献   

When is the right time?     

Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2011,8(3):253-254

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Dialogic argumentation as a bridge to argumentative thinking and writing / La argumentación dialógica como puente para el pensamiento y la escritura argumentativa     

Deanna Kuhn  Laura Hemberger  Valerie Khait 《Infancia y Aprendizaje》2016,39(1):25-48

Abstract

Argumentation has been claimed to be ‘the more general human process of which more specific forms of reasoning are a part’. The educational context in which argument is most often practised and assessed is individual expository writing — a skill that teachers routinely report as their most challenging to teach and one in which students typically perform poorly. It becomes increasingly important with advancing grade and by the post-secondary level is crucial to academic success. We describe the dialogic method we have developed to foster young adolescents’ argument skills. Its essence is to engage students in rich and extended dialogues with one another on significant topics. We review evidence that the method, implemented in extended form over two or more years, produces positive outcomes in argumentative discourse, in individual writing and in meta-level understandings of argumentative discourse and evaluations of argument. In this study, we elaborate on these results and on the promise and challenges the method poses.  相似文献   

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty     

Fred Piercy  Valerie Giddings  Katherine Allen  Benjamin Dixon  Peggy Meszaros  Karen Joest 《Innovative Higher Education》2005,30(1):53-66

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy  相似文献   

Computer science in K-12 school curricula of the 2lst century: Why,what and when?     

Mary Webb  Niki Davis  Tim Bell  Yaacov J. Katz  Nicholas Reynolds  Dianne P. Chambers  Maciej M. Sysło 《Education and Information Technologies》2017,22(2):445-468

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.  相似文献   

A Longitudinal Investigation of Conflict and Delay Inhibitory Control in Toddlers and Preschoolers     

Amanda W. Joyce  Jessica H. Kraybill  Nan Chen  Kimberly Cuevas  Kirby Deater-Deckard  Martha Ann Bell 《Early education and development》2016,27(6):788-804

Research Findings: A total of 81 children participated in a longitudinal investigation of inhibitory control (IC) from 2 to 4 years of age. Child IC was measured via maternal report and laboratory measures under conditions of conflict and delay. Performance on delay IC tasks at 3 years was related to performance on these same tasks at 2 and 4 years, but performance on conflict IC tasks was not related over time. Delay IC task performance was concurrently related to conflict IC task performance in 3- and 4-year-olds but was not related in 2-year-olds. Measures of IC varied in their associations with measures of verbal ability and maternal-report IC. Such findings highlight important similarities and distinctions between conflict and delay IC abilities in their relation to one another and to temperament and language over time. Practice or Policy: Studies of IC and related concepts reveal that children who are regulated enjoy school more and have higher school competence, particularly in mathematics and reading achievement. Because conflict IC and delay IC show unique patterns of development over time, educators can expect classroom behaviors drawing on the state-like conflict IC to show more fluctuation over time than those drawing on the trait-like delay IC.  相似文献   

College cheating: Immaturity,lack of commitment,and the neutralizing attitude   总被引：1，自引：4，他引：1  

Valerie J. Haines  George M. Diekhoff  Emily E. LaBeff  Robert E. Clark 《Research in higher education》1986,25(4):342-354

Through the use of a 49-item questionnaire administered to 380 university students, we investigated student cheating on exams, quizzes, and homework assignments. More than half the students reported cheating during the academic year on at least one of the above. The purpose of this paper was to uncover fundamental factors underlying cheating behavior. Through the use of correlational and factor analysis, three primary factors were identified: student immaturity, lack of commitment to academics, and neutralization. We offer interpretations of these factors and suggestions for testing these and other factors in future research.  相似文献   

The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers          下载免费PDF全文

Emily Harrison  Clare Wood  Andrew J. Holliman  Janet I. Vousden 《Journal of Research in Reading》2018,41(1):220-241

Despite empirical evidence of a relationship between sensitivity to speech rhythm and reading, there have been few studies that have examined the impact of rhythmic training on reading attainment, and no intervention study has focused on speech rhythm sensitivity specifically to enhance reading skills. Seventy‐three typically developing 4‐ to 5‐year‐old children were randomly allocated to one of three treatment groups and received a speech‐rhythm‐based intervention, a phonological‐awareness‐based intervention, or a control intervention over 10 weeks. All children completed pre‐test, post‐test and delayed post‐test measures of speech rhythm sensitivity, single‐word reading, phonological awareness and vocabulary. The results show that it is possible to train speech rhythm sensitivity in this age group and that children who undertook the speech rhythm intervention showed a significant improvement in their word reading performance compared to children in the control group. Group differences were maintained 3 months later.  相似文献   

Children's Attitudes and Behavioural Intentions Towards Peers with Disabilities     

Clare M. Roberts  Janina S. Lindsell 《International Journal of Disability, Development & Education》1997,44(2):133-145

This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities.  相似文献