Deterrents to participation in web‐based continuing professional education     

Kathy J. Perdue  Thomas Valentine 《The American journal of distance education》2013,27(1):7-26

Abstract

This study examined the perceptions of certified public accountants concerning deterrents to participation in Web‐based continuing professional education. A survey instrument was mailed to a random sample of the Georgia Society of Certified Public Accountants’ membership, and 444 usable surveys were returned. Four broad dimensions of deterrence to participation in Web‐based education were identified through factor analysis. The two most influential deterrents were Concerns about Electronically Mediated Communication and Concerns about the Quality of Course Offerings. The other two were Concerns about Access to Technology‐Associated Resources and Concerns about the Availability of Necessary Personal Resources. The vast majority of respondents reported that they had access to the technology and that they perceived themselves as having the personal characteristics necessary for participation in Web‐based education activities. However, the proportion of respondents using Web‐based education for continuing professional learning in 1998 was minimal.  相似文献   

The Dead Beat: Lost Souls,Lucky Stiffs,and the Perverse Pleasures of Obituaries by Marilyn Johnson     

Kathy Merlock Jackson 《Journal of American culture (Malden, Mass. : 2003)》2007,30(1):141-142

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Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences     

Roberta Michnick Golinkoff  Erika Hoff  Meredith L. Rowe  Catherine S. Tamis-LeMonda  Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992

Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes.  相似文献   

101 CAREERS IN GERONTOLOGY By C. Joanne Grabinski     

Reviewed by Kathy Segrist 《Educational gerontology》2013,39(9):824-825

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Body Shots: Hollywood and the Culture of Eating DisordersEmily Fox‐Kales. Albany: State University of New York Press, 2011.     

Kathy Merlock Jackson 《Journal of American culture (Malden, Mass. : 2003)》2011,34(3):304-305

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Editor's Note: New Book Review Editors     

Kathy Merlock Jackson 《Journal of American culture (Malden, Mass. : 2003)》2011,34(4):411-412

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Creative English,Creative Curriculum. New Perspectives for Key Stage 2, by Paul Gardner; Teaching English Creatively,by Teresa Cremin; and Writing Under Control,edited by Judith Graham and Alison Kelly     

Kathy Watson 《Changing English: An International Journal of English Teaching》2010,17(2):232-235

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Twenty years of adult education in Southern Africa     

Shirley Walters  Kathy Watters 《International Journal of Lifelong Education》2013,32(1-2):100-113

The paper's starting point is to consider adult education as embedded in the political, social, cultural and economic processes of society. The writers believe that it is necessary to develop an understanding of these contexts in order to understand the role of adult education in Southern Africa in the last 20 years. The paper then looks at adult education in the Southern African context in terms of three themes. These are: adult education for survival; for economic development and for political and cultural development. Finally the paper considers the shift from adult education to lifelong learning.  相似文献   

Effectiveness of a psycho-educational staff training program on attitudes of staff in a long-term care facility: A pilot study and framework     

Kathy Elpers  Takashi Amano  Missy Johnson 《Educational gerontology》2017,43(9):431-439

Managing Behavioral and Psychological Symptoms of Dementia (BPSD) is a significant challenge for staff working in long-term care facilities. This study examines the effectiveness of a psycho-educational training aimed at changing staff’s attitudes. The results indicated that participants’ attitudes toward dementia were more positive, person-centered, and hopeful; some participants’ attitudes were unchanged or altered negatively after the training sessions. The conclusiveness of evaluation findings was limited due to time constraints for staff to participate in the complete educational program and the small dataset. Further research is indicated to revise the methodology of the training to ascertain if the framework regarding education on dementia influences staff’s attitude and the overall well-being of the residents.  相似文献   

Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement: Documenting Biliterate Trajectories     

Sandra A. Butvilofsky  Susan Hopewell  Kathy Escamilla  Wendy Sparrow 《Journal of Latinos & Education》2017,16(2):85-97

The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories.  相似文献