First CIMI Committee Meeting     

John Perkins 《Archives and Museum Informatics》1990,4(4):5-6

  相似文献   

MEDTUTOR: a microcomputer-based training program for MEDLINE     

M L Perkins  M L Spann  P C Buchan 《Bulletin of the Medical Library Association》1989,77(2):201-204

MEDTUTOR is an interactive, microcomputer-based training package designed to teach medical and health professionals, as well as librarians and information specialists, how to use MEDLINE effectively. The objective of MEDTUTOR is to provide a comprehensive package for teaching the various commands and search techniques required for utilizing the MEDLINE database through the MEDLARS system. MEDTUTOR's menu-driven design allows novice users to learn about the content and use of MEDLINE, such as author searching, text word searching, MeSH indexing, etc., at their own pace and with considerable program feedback. In addition, MEDTUTOR provides the skilled searcher with a way to reinforce or recall previously-learned search techniques without incurring online charges. MEDTUTOR may be used in place of formal training, as a precursor to or as a refresher following formal training, or for review of a particular concept. It provides inexpensive and easily accessible instruction for searching MEDLINE.  相似文献   

Let's Come To Terms!     

Stanley A. Perkins 《Counselor Education & Supervision》1969,8(2):151-151

  相似文献   

Theory of mind may be contagious, but you don't catch it from your twin   总被引：3，自引：0，他引：3  

Wright Cassidy K  Shaw Fineberg D  Brown K  Perkins A 《Child development》2005,76(1):97-106

The theory-of-mind abilities of twins, children with nontwin siblings, and only children were compared to investigate further the link between number and type of siblings and theory-of-mind abilities. Three- to 5-year-old children with nontwin siblings outperformed both only children and twins with no other siblings, twins who also had other siblings outperformed twins who did not, and children with at least 1 opposite-sex sibling outperformed children with only same-sex siblings. Twins performed significantly better when asked about the false beliefs of their twins than they did when asked about the false beliefs of their friends. Results are discussed in terms of potential mechanisms that may account for the twin and sibling effects.  相似文献   

Constructing student portfolios: A process and product that fosters communication with families     

Jeffrey I. Gelfer  Peggy G. Perkins 《Early Childhood Education Journal》1992,20(2):9-13

When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?”  相似文献   

A model for portfolio assessment in early childhood education programs     

Jeffrey I. Gelfer Ph.D.  Peggy G. Perkins 《Early Childhood Education Journal》1996,24(1):5-10

It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios in two different early childhood education programs. The goals of the model, the six steps followed and the participants' responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs. Also early childhood teacher education students can benefit from the design and implementation of ECPAP.  相似文献   

Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning     

Ido Roll  Deborah Butler  Nikki Yee  Ashley Welsh  Sarah Perez  Adriana Briseno  Katherine Perkins  Doug Bonn 《Instructional Science》2018,46(1):77-104

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.  相似文献   

Evaluation of a Coaching Programme for Cooperating     

Simon Veenman  Eddie Denessen  Jacqueline Gerrits  Jacqueline Kenter 《Educational studies》2001,27(3):317-340

SUMMARY In this study, the implementation effects of a programme for the training of coaching skills with Dutch primary school teachers acting as cooperating or supervising teachers for teachers-in-training are described. Coaching is a form of in-class support intended to provide teachers-in-training with feedback on their functioning and thereby stimulate self-reflection and self-analysis to improve instructional effectiveness. Based on the pre- and post-training ratings of coaching conferences with the teachers-in-training, a significant treatment effect was found for the coaching skills concerned with the development of autonomy (empowerment), feedback  相似文献   

Voting for Change: an International Study of Students’ Willingness to Support Measures to Ameliorate Climate Change     

Skamp  Keith  Boyes  Eddie  Stanisstreet  Martin  Rodriguez  Manuel  Malandrakis  George  Fortner  Rosanne  Kilinc  Ahmet  Taylor  Neil  Choker  Kiran  Shweta  Dua  Ambusaidi  Abdullah  Cheong  Irene  Kim  Mijung  Yoon  Hye-Gyoung 《Research in Science Education》2021,51(3):861-887

Research in Science Education - Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and...  相似文献   

Through the looking glass: Ethnic and generational patterns of immigrant identity   总被引：1，自引：0，他引：1  

Shaun Wiley  Krystal Perkins  Kay Deaux   《Int J Intercult Relat》2008,32(5):385-398

Traditional theories of the “looking glass self” and “social mirroring” assume that people's views of their own group reflect the societal view. Crocker and colleagues (Crocker, J., Luhtanen, R., Blaine, B., & Brodnax, S. (1994). Collective self-esteem and psychological well-being among white, black, and Asian college students. Personality and Social Psychology Bulletin, 20, 503–513), however, found ethnic group differences in the extent to which private and public views correspond. We report data from two studies that further examine this correspondence in (a) a sample of first- and second-generation Black immigrants and (b) samples of first- and second-generation Asian/Pacific Islander, Black, Latino, and White immigrants. Study 1 shows significant shifts for Black immigrants, from a high correlation between public and private regard in the first generation to a non-significant relationship in the second generation. Study 2 replicates the findings for the Black sample and shows different patterns of association for the other three groups. It also shows that endorsement of multiculturalism moderates the relationship between public and private regard among first generation Black and Latino immigrants. We discuss these results in terms of managing the negative value associated with one's group in society and consider immigration as a site for studying social change.  相似文献