Coherence and the Sharing of Meaning: Supporting Underachieving Readers     

Judith Smith  John Elkins 《International Journal of Disability, Development & Education》1992,39(3):239-249

Readers may experience difficulty because they lack sociocultural experiences assumed by authors of texts. Such difficulty lies not with decoding print but with constructing cohesive representations of the meaning of text. Paradigmatic and syntagmatic codes for signifying meaning are briefly reviewed, and data are presented from a study of students at three age levels (10, 12 and 14 years). Both syntagmatic and paradigmatic aspects were important for creating coherent text representations. Underlying comprehension problems was a lack of prior experience of text topics. Ways are suggested in which teachers can prepare students through developing shared meanings in various classroom activities.  相似文献   

A DISCUSSION OF AN ATTEMPT AT CONSTRUCTING REPRODUCIBLE ITEM SETS1     

Richard B. Smith 《Journal of Educational Measurement》1968,5(1):55-60

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What students want: using a choice modelling approach to estimate student demand     

Paula Sheppard  Richard Smith 《Journal of Higher Education Policy & Management》2016,38(2):140-149

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Book reviews     

Sir Alex Smith  Norman Evans  Gareth Williams  F. R. Charmer  David R. McNamara  Edward T. Silva  John Heywood  A. M. Ross  P.G.A.  A.M.R. 《Higher Education》1982,11(4):485-496

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Delivering Advanced Technical Education Using Online,Immersive Classroom Technology     

Delmer Smith  Nancy Louwagie 《Community College Journal of Research & Practice》2017,41(6):359-362

ABSTRACT

Vacuum and thin film technologies are critical to advanced manufacturing industries. With a grant from the National Science Foundation (DUE #14004080), Normandale Community College has developed courses that are delivered online and via telepresence to provide a formal education to vacuum technician students around the country. Telepresence technology supports real-time interactions, which are crucial for instructors to help students understand this complicated topic. Designing the courses with active learning and flipped classroom principles encourages students to be prepared and to use class time for resolving questions. An unanticipated project outcome is that it has proven easier to partner with industry than with other educational institutions.  相似文献   

Competition between ethanol-induced reward and aversion in place conditioning     

Cunningham CL  Smith R  McMullin C 《Learning & behavior》2003,31(3):273-280

Previous place conditioning studies in mice have shown that injection of ethanol immediately before a conditioned stimulus (CS+) produces conditioned preference, whereas injection of ethanol immediately after CS+ produces conditioned aversion. In the present experiments, we examined the learning that occurs when ethanol is injected in “ambiguous“ procedures that provide the opportunity for both types of conditioning. When ethanol was given midway through the CS (Experiments 1 and 2) or both before and after the CS (Experiment 3), the direction of place conditioning was the same as when mice were exposed only to whichever contingency occurred first (a primacy effect). That is, injection of ethanol in the middle of the CS conditioned aversion, whereas injection both before and after the CS conditioned preference. Because these results support the idea that ethanol elicits both aversive and rewarding effects, they are most consistent with conditioning theories that conceptualize unconditioned stimuli (USs) as events that can activate multiple representational components.  相似文献   

Pressing Issues in College Counseling: A Survey of American College Counseling Association Members     

Timothy B. Smith  Brenda Dean  Suzanne Floyd  Christopher Silva  Momoko Yamashita  Jared Durtschi  Richard A. Heaps 《Journal of College Counseling》2007,10(1):64-78

The authors conducted a survey of members of the American College Counseling Association to ascertain the experiences and opinions of college counselors on several pressing issues within the college counseling profession. Survey results from 133 respondents indicated that counseling centers may benefit from increasing the number of group counseling interventions by increasing the multicultural competence of services provided, by implementing crisis/disaster mental health initiatives, and by more effectively consulting with other professionals on campus.  相似文献   

Novel dissection of the central nervous system to bridge gross anatomy and neuroscience for an integrated medical curriculum          下载免费PDF全文

Rebecca J. Hlavac  Rachel Klaus  Kourtney Betts  Shilo M. Smith  Maureen E. Stabio 《Anatomical sciences education》2018,11(2):185-195

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an opportunity to bridge gross anatomy, neuroanatomy, and clinical neurology. In this dissection, the brain, brainstem, spinal cord, cauda equina, optic nerve/tract, and eyes are removed in one piece so that the entire CNS and its gateway to the periphery through the spinal roots can be appreciated. However, this dissection is rarely, if ever, performed likely due to time constraints, perceived difficulty, and lack of instructions. The goals of this project were (i) to provide a comprehensive, step‐by‐step guide for an en bloc CNS extraction and (ii) to determine effective strategies to implement this dissection/prosection within modern curricula. Optimal dissection methods were determined after comparison of various approaches/tools, which reduced dissection time from approximately 10 to 4 hours. The CNS prosections were piloted in small group sessions with two types of learners in two different settings: graduate students studied wet CNS prosections within the dissection laboratory and medical students used plastinated CNS prosections to review clinical neuroanatomy and solve lesion localization cases during their neurology clerkship. In both cases, the CNS was highly rated as a teaching tool and 98% recommended it for future students. Notably, 90% of medical students surveyed suggested that the CNS prosection be introduced prior to clinical rotations. Anat Sci Educ 11: 185–195. © 2017 American Association of Anatomists.  相似文献   

The relationship between high school students' perceptions of teaching as a career and selected background characteristics: Implications for attracting students of color to teaching     

Diane Newby Ed.D.  Grant Smith Ph.D.  Robert Newby Ph.D.  Denise Miller M.A. 《The Urban Review》1995,27(3):235-249

This study sought to determine: What influence do background characteristics of high school students have on their perceptions of teaching as a career choice? The independent variables, or background characteristics, were ethnicity, gender, the work status of parents, and grade level. Of particular interest was the extent to which African Americans were receptive to teaching as a career choice. The dependent variable of the study was students' perceptions of teaching as a career. Students perceptions were ascertained from their responses to an instrument administered to over 800 high school students. The inventory sought students' attitudes regarding: (a) the extent to which they valued teaching as a career; (b) the importance they assigned to teaching relative to other professions; (c) the influence of significant others in encouraging them to go into teaching; and (d) their desire to meet the prerequisites to becoming a teacher. Although the findings were in general those to be expected, some surprising ones were also observed.  相似文献   

Mission Impossible? Access and the Dash to Growth in British Higher Education   总被引：1，自引：0，他引：1  

David N. Smith  Peter Scott  Lesley Mackay 《Higher Education Quarterly》1993,47(4):316-333

Access is a central issue in the debate about the future shape and characteristics of the post-binary system of higher education. It is seen as crucial to the shift towards a more open, mass system. This paper examines commitments to access in the contents of institutional missions and strategic plans. The results of our analysis suggest a widespread concern to be involved in the access process. However, we also reveal substantial differences in emphasis between the older universities, ex-polytechnics and colleges that comprise the post-binary system. On the basis of present institutional planning it would appear that access is frequently seen as an addition to, rather than a replacement of, the commitments of the binary era. Our evidence suggests that a fundamental shift of ethos within the system as a whole may be some way off.  相似文献