TRAVEL     

Robert L. Brackenbury 《The Educational forum》2013,77(4):502-503

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The Assessment of Teachers' Future World Perspective Values     

David L. Silvernail 《The Journal of environmental education》2013,44(2):7-11

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A Tribute to Marjorie Montague: Distinguished Scholar     

Asha K. Jitendra  Delinda Van Garderen  Erica Lembke 《Learning disabilities research & practice》2012,27(4):150-151

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DEVELOPING A CONFERENCE FOR THE ELDERLY AS PART OF A UNIVERSITY EDUCATIONAL GERONTOLOGY CLASS     

Janice K. Kauffman Ph.D. 《Educational gerontology》2013,39(6):651-656

The undergraduate course Educational Gerontology taught at Hampton University includes the development and implementation of a community conference for older adults. The conference is developed in conjunction with the local senior center. Students spend two hours each week throughout the semester observing and participating in the programming at the senior center in order to become familiar with the needs and interests of older adults. During scheduled class times, students select an appropriate conference theme and begin conference plans and committee assignments. The class culminates with the conducting of the conference at the center. Such a project gives students the opportunity to get valuable hands‐on experience in educational gerontology programming.  相似文献   

Progressive form and Mexican culpability in Polk's justification for war     

Robert L. Ivie 《Communication Studies》2013,64(4):311-320

The rhetorical structure of James K. Polk's justification for war with Mexico is analyzed from the perspective of Kenneth Burke's theory of form. Particular attention is given to the president's technique of suggesting Mexican culpability through a progression of forms which contrasts American rationality with Mexican irrationality.  相似文献   

The President and the Climate of Learning     

John K. Tuel 《College Teaching》2013,61(3):236-243

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The Centre for Studies in Science Education at the University of Leeds     

D. Layton  K. Lovell 《International Journal of Science Education》2013,35(2):216-221

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families’ children's positive thinking, attitudes toward science, and decreasing their anxiety about learning science. Thirty-six 4th-grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; another 97 typical 4th graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire was administered to assess all children's positive thinking, attitudes toward science, and anxiety about learning science. In addition, nine target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science, or with the highest scores on anxiety about learning science in the pre-test were recruited to be interviewed at the end of the intervention and observed weekly. Confirmatory factor analyses, analyses of covariance, and content theme analysis assessed the similarities and differences between groups. It was found that the at-risk families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children's affective perceptions of learning science. Implication and research recommendation are discussed.  相似文献   

Teaching Philosophy and Methods of Restorative Care to Assisted Living Owners and Staff     

Bonnie L. Walker  Claire S. Cole 《Educational gerontology》2013,39(1):28-36

To implement restorative care in assisted living facilities, staff need to understand the philosophy and learn methods to help residents maintain optimal function. In this study, the researchers developed a multimedia training program designed to teach staff how to encourage residents to increase their participation in dressing themselves. Researchers conducted a pilot test to measure the short-term effects of the training on 40 staff from two states. Program effects were measured by completing a survey developed by the researchers. Pretest scores were significantly related to gender (women as a group had higher scores than men). Results indicated significant gains in knowledge at posttest. In addition, 93% of participants described positive changes related to restorative care that they planned to make at their facility as a result of the training.  相似文献   

Should Silent Reading feature in a secondary school English programme? West Australian students' perspectives on Silent Reading     

Margaret K. Merga 《English in Education》2013,47(3):229-244

The purpose of my article is to provide an opportunity for reflection on the merit of incorporating Silent Reading into secondary learning programmes. The role of Silent Reading in the learning programme has been the subject of recent research, yielding mixed findings. I explore the current issues that have arisen in research which warrant the consideration of practitioners, with a particular focus on adolescent learners. These issues are subsequently examined in light of findings from the recent West Australian Study in Adolescent Book Reading. Qualitative data from semi‐structured, dyadic interviews were gathered and analysed, with the reflections of students providing insight into the current status of Silent Reading in secondary schools, and the efficacy of elements of contemporary models of Silent Reading.  相似文献   

The estimation of the number of lost multi-copy documents: A new type of informetrics theory     

L. Egghe  G. Proot   《Journal of Informetrics》2007,1(4):257-268

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