Computer-assisted instruction for medicine and nursing: sources and programs     

V Cook  J McCorkel 《Bulletin of the Medical Library Association》1987,75(2):101-108

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A     

Stanley Cook 《English in Education》1974,8(1):52-62

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Modification of attitudes of regular class children towards the handicapped for the purpose of achieving integration     

Richard L Simpson  Nancy E Parrish  Janis J Cook 《Contemporary educational psychology》1976,1(1):46-51

Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept.  相似文献   

Different for women? The challenges of doctoral studies     

Susan Carter  Marion Blumenstein  Catherine Cook 《Teaching in Higher Education》2013,18(4):339-351

This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher.  相似文献   

Expatriate parents and supplementary education in Japan: survival strategy or acculturation strategy     

Melodie Cook 《Asia Pacific Education Review》2013,14(3):403-417

The increase in the use of supplementary education, or juku, in Japan by Japanese families in order to augment their children’s chances of success in entering prestigious pre-tertiary and tertiary institutions is documented (Blumenthal in Asian Surv 32(5):448–460, 1992; Bray and Lykins in Shadow education; private supplementary tutoring and its implications for policy makers in Asia, Asian Development Bank, Philippines, 2012; Dierkes in The Focus: Supplementary education in Asia, International Institute of Asian Studies, Leiden, The Netherlands, 2011; Roesgaard in Japanese education and the cram school business; Functions, challenges and perspectives of the juku, Nordic Institution of Asian Studies, Copenhagen, 2006; Rohlen in J Jpn Stud 6(2):207–242, 1980; Tsukada in Comp Educ, 24(3):285–303, 1988), but there is little known about the use of supplementary education by an ever-growing number of families in Japan in which one or both parents are an expatriate. This exploratory countrywide study of such families hopes to address this lack of research. Initial results show that while a number of factors related to their own culture and values about childhood, education, and family life influence some families’ decision not to send their children to juku, most families tend to use these services for many of the same reasons as their Japanese counterparts, although to a different degree. In addition, they seem to use these services because they are counseled to do so by insiders, or because supplementary education provides other services which help them to navigate the Japanese educational system. Expatriate families’ use of supplementary education could be one of many acculturation strategies they use as they adapt to Japan’s educational culture.  相似文献   

Movies in the classroom: Popular images of criminal justice,criminology, and the law     

Kathy Lynn Cook  Hunter Bacot 《Journal of Criminal Justice Education》2013,24(1):199-209

Courses that pique students' interest, promote discussion and participation, and contribute to their college learning experience are becoming increasingly rare. “Justice Issues and the Media” accomplishes these goals and is a pleasure to prepare and teach. This course links movies, a familiar aspect of American culture, with their substantive contribution to citizens' attitudes and stereotypes about the criminal justice system, criminology, and the law. We make recommendations and issue several cautions, which we hope will lead to the development and offering of this course at other universities.  相似文献   

Immersion in a Digital Pool: Training Prospective Online Instructors in Online Environments     

Kelli Cargile Cook 《Technical Communication Quarterly》2013,22(1):55-82

This article argues that the online environment is optimal for teaching prospective instructors how to develop and implement online courses. To support this claim, the author draws on hypertext theories to define the online course archive as a constructive hypertext and to describe the work the course archive is able to do when used to instruct prospective online instructors. The claim is further supported through a quantitative and qualitative analysis of a course archive.  相似文献   

LEARNING STYLE AWARENESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS     

Lenda Cook 《Community College Journal of Research & Practice》2013,37(4):419-425

This study examined the relationship between learning style awareness and academic achievement of community college students. The study was undertaken to determine if learning style awareness alone, without a change in the manner of teaching or in the matching of student and instructor styles, would benefit community college students as evidenced by an increase in academic achievement. The sample consisted of 78 second term anatomy students at Florida Community College in Jacksonville who were taught by two instructors who used comparable content and methods. By random assignment, half the group served as a control; the treatment half was given a learning style inventory, the Productivity Environmental Preference Survey (PEPS) by Dunn, Dunn, and Price (1979). The PEPS profiles were returned at mid‐term and were interpreted for each student. Individualized study tips for using learning style preferences advantageously were provided. All students were exposed to the same classroom experiences. Summed unadjusted scores of 105 objective items of common first and second classroom tests served as pretest scores. Scores of the 105‐item comprehensive final examination were used as posttest scores. An ANCOVA was performed using the pretest scores as covariates. There was a significant difference in academic achievement in favor of the learning style awareness group (p<.05).  相似文献   

Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children     

Sharon Vaughn  Rebecca Zumeta  Jeanne Wanzek  Bryan Cook  Janette K. Klingner 《Learning disabilities research & practice》2014,29(3):90-92

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Supervisor Cultural Humility Predicts Intentional Nondisclosure by Post-Master's Counselors     

Ryan M. Cook  Connie T. Jones  Laura E. Welfare 《Counselor Education & Supervision》2020,59(2):160-167

The authors examined supervisor cultural humility as a predictor of supervisee intentional nondisclosure. Using multiple regression in a sample of 101 post-master's counselors, the authors found that 20% of supervisees' intentional nondisclosure was explained by their perceptions of their supervisors' level of cultural humility.  相似文献