5位最棒的前童星     

Kim Morgan　Faye 《海外英语》2003,(12):9

1. Drew BarrymoreHow could we not include our little Drew? Though now on top as one of America's sweethearts, her lineage of theatrical and cinematic royalty is the quintessence of the live fast, die young kid-do. Thankfully, she lived. "Little Girl Lost" is the tide of her  相似文献   

Reflections on Teaching and Learning Online: Quality program design,delivery and support issues from a cross‐global perspective     

Faye Wiesenberg 《Distance Education》2005,26(3):385-404

This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross‐culturally must address in order to successfully deliver quality online programs worldwide.  相似文献   

Latino student transition to college: Assessing difficulties and factors in successful college adjustment     

Sylvia Hurtado  Deborah Faye Carter  Albert Spuler 《Research in higher education》1996,37(2):135-157

The primary purpose of this study is to understand the factors that affect Latino student adjustment in the first and second year of college. The study examines data from a national, longitudinal survey along with the Student Adaptation to College Questionnaire completed by Latino students judged to have high potential for success upon entering a variety of four-year colleges. Results show dimensions of the campus climate affect all forms of student adjustment, as do transitional experiences that are common to most students in the first year. Implications of the findings suggest further college programming and monitoring of adjustment in the second year of college.An earlier version of this paper was presented at the Association of Institutional Research Forum in New Orleans, LA, May 1994.  相似文献   

Using quality rating scales for professional development: experiences from the UK     

Sandra Mathers  Faye Linskey  Judith Seddon  Kathy Sylva 《International Journal of Early Years Education》2007,15(3):261-274

The ECERS‐R and ITERS‐R are among two of the most widely used observational measures for describing the characteristics of early childhood education and care. This paper describes a professional development programme currently taking place in seven regions across England, designed to train local government staff in the application of the scales as tools for improving practice. While the scales offer a transparent and measurable means of assessing and improving quality, a number of differences between criteria presented by the scales and by national regulations, curricular guidelines and notions of quality have been identified.  相似文献   

Assessing alignment between information technology educational opportunities,professional requirements,and industry demands     

Marcia A. Mardis  Jinxuan Ma  Faye R. Jones  Chandrahasa R. Ambavarapu  Heather M. Kelleher  Laura I. Spears  Charles R. McClure 《Education and Information Technologies》2018,23(4):1547-1584

Information technology (IT) and computing are growing fields, offering far more job opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or “soft,” skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research.  相似文献   

Children's attitudes towards ADHD,depression and learning disabilities     

Faye Francesca Bellanca  Helen Pote 《Journal of Research in Special Educational Needs》2013,13(4):234-241

Attention deficit hyperactivity disorder (ADHD), depression and general learning disabilities (LD) are common difficulties for British primary school children. It has been found that characteristics associated with these difficulties can result in negative attitudes and stigma from other children, causing problems with peer relationships. Furthermore, problematic peer relations can intensify the difficulties associated with these disorders. Packages such as ‘Tackling Stigma: A Practical Toolkit’ aim to combat stigma in schools. However, these packages have not been based on evidence regarding children's attitudes towards different disorders. This study aims to explore children's attitudes towards ADHD, depression and LD from a conative (measure of social distance) and cognitive (measure of positive or negative attributes ascribed to a person) perspective. Participants were 273 children (M= 9.2 years). Vignettes were used to describe a child with ADHD, depression, or LD or a ‘normal’ child. The Shared Activities Questionnaire was utilised to assess conative attitudes, and the Adjective Checklist was utilised to assess cognitive attitudes. Results showed that children generally displayed more negative attitudes to vignettes describing mental health difficulties (MHD) (ADHD and depression) than LD. Children had more negative attitudes towards the ADHD (externalising disorder) vignette than the depression vignette (internalising disorder). Younger children had more positive conative attitudes than older children. Those who had previous contact with children with ADHD, depression and LD had more positive attitudes. These findings can enhance current stigma reduction interventions through contributing a deeper understanding of children's attitudes towards the most common MHD and LD in childhood.  相似文献   

What's Next for Collection Management and Managers?     

Faye A. Chadwell 《资料收集管理》2013,38(4):263-271

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Patience,Praise, and Practice Make Perfect     

Faye A. Chadwell 《资料收集管理》2013,38(3):175-177

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A Report on the Acquisitions Institute at Timberline Lodge,May 2009     

Faye A. Chadwell 《资料收集管理》2013,38(1):29-36

The Acquisitions Institute at Timberline Lodge has been providing an opportunity for acquisitions and collections librarians to meet and discuss pertinent trends and issues since 2000. This report provides a brief historical overview of the institute and its place among other acquisitions events. Then it gives a report on the sessions that constituted the Acquisitions Institute at Timberline Lodge held May 16–19, 2009.  相似文献   

A Fine Balance: Instructor Self-Disclosure in the Classroom     

Brian M. Rasmussen PhD  RSW  Faye Mishna PhD  RSW 《Journal of Teaching in Social Work》2013,33(1-2):191-207

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal.  相似文献