Irreplaceable: Exploring identity and relationships through the discussion of invaluable personal objects     

Kristina M. Scharp  Clair Canfield 《Communication Teacher》2017,31(2):107-111

Courses: Interpersonal Communication, Family Communication, Relational Communication.

Objectives: Students reflect on and discuss how personal objects are connected to their identity and relationships with others. This activity illustrates the ways course concepts such as relational metaphors, stories, rules, rituals, and other patterns of communication influence the meaning we ascribe to an object and how that object helps to construct beliefs about ourselves and important others. This exercise can also help students connect with each other in a supportive environment.  相似文献   

Analysis of Motivational Orientations in Science Education     

Kristina Zoldosova  Pavol Prokop 《International Journal of Science and Mathematics Education》2006,4(4):669-688

Pupils' motivation and interest are identified as important influences on learning. Motivational orientation is a construct that links motivation and epistemology. This study attempted to explore motivational orientation as it relates to science education and two different instructional approaches. A published instrument standardized with a population from the United Kingdom that purports to identify students' preferred motivation orientations as social, consciousness, effort, or curiosity was applied to two instructional contexts (traditional school program and field centre program) in primary schools in Slovakia. Results indicated that a very high percentage of the pupils could not be classified into one of the four categories, that the traditional classroom sample differed significantly from the United Kingdom population, and that the preferred motivational orientations expressed by the pupils in the field centre sample did not differ significantly from those expressed by the pupils in the traditional classroom sample.  相似文献   

Multiple Representations in Computational Thinking Tasks: A Clinical Study of Second-Grade Students     

Moore  Tamara J.  Brophy  Sean P.  Tank  Kristina M.  Lopez  Ruben D.  Johnston  Amanda C.  Hynes  Morgan M.  Gajdzik  Elizabeth 《Journal of Science Education and Technology》2020,29(1):19-34

Journal of Science Education and Technology - Computational thinking requires high cognitive load as students work to manage multiple tasks in their problem-solving environment. Through research in...  相似文献   

Neuroscience as a Contemporary Science Domain to Contextualize Nature of Science Instruction     

Hopkins  Kristina 《Science & Education》2021,30(3):463-500

Science & Education - The purpose of this exploratory study was to investigate if neuroscience, a contemporary example of science-in-the-making, provides a useful domain for contextualized...  相似文献   

Analysis of journals that did not meet selection criteria for inclusion in the National Library of Medicine collection but have manuscripts in PubMed Central     

Ada Cornell  Barbara Bushman  Kristina Womack 《Journal of the Medical Library Association》2011,99(2):168-170

  相似文献   

Ethics Considerations Related to Legal Research Practices: A Selective Annotated Bibliography     

Kristina L. Niedringhaus 《Legal Reference Services Quarterly》2013,32(1):104-124

This selective annotated bibliography is a helpful guide to an issue that is regularly encountered by all who do, and teach, legal research: What are the ethical obligations of the legal researcher?  相似文献   

Chat Widgets: Placing Your Virtual Reference Services at Your User's Point(s) of Need     

Kristina M. DeVoe 《The Reference Librarian》2013,54(1):99-101

The senior population in America is expected to double from 35 million in 2004 to 70 million by 2030, creating an ever-growing need for libraries to provide quality senior services and programs. This article discusses the services and programs that the San Antonio Public Library (SAPL) offers for senior groups, the issue of additional services that the SAPL can provide in the future to accommodate the needs of seniors groups and those with disabilities, and what services other public libraries provide to senior citizens.  相似文献   

Choices Galore: Confirm,Deny, or Ignore     

Kristina M. DeVoe 《The Reference Librarian》2013,54(2):179-181

  相似文献   

Teach-In: Positive Responses during Divisive Times     

Leslie Tower  Kristina Hash  Haejung Kim 《Journal of Teaching in Social Work》2013,33(3):237-247

In response to the well documented divisiveness throughout the 2016 presidential campaign, faculty members at one university developed a “teach-in” to help students identify and respond to the resulting difficult communications in positive ways. This was accomplished through planned activities implementing micro/macro theories and skills. In March 2017, as part of Social Work Month, 71 BSW and MSW students participated in a Teach-in event. Paired sample t-tests showed significant differences between pre-post test scores on seven measured items. The teach-in appeared to be successful in increasing student preparedness to talk to individuals with differing political opinions through self-reflective participatory exercises related to their own (and conflicting) political perspectives, knowledge related to understanding contemporary political conflicts, and instruction on positively and professionally responding to divisive communications. Social work educators are important catalysts in helping students effectively respond to and advocate for those threatened during these divisive times. Teach-ins may also be an appropriate tool for addressing contemporary issues when curriculum requirements provide limited options for additional elective course offerings.  相似文献   

Rubric‐referenced self‐assessment and middle school students’ writing     

Heidi L. Andrade  Ying Du  Kristina Mycek 《Assessment in Education: Principles, Policy & Practice》2010,17(2):199-214

This study investigated the relationship between middle school students’ scores for a written assignment (N = 162) and a process that involved students in generating criteria and self‐assessing with a rubric. Gender, time spent writing, grade level, prior rubric use, and previous achievement in English were also examined. The treatment involved using a model essay to scaffold the process of generating a list of criteria for an effective essay, reviewing a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria and reviewing first drafts. Findings include a main effect of treatment, gender, grade level, writing time, and previous achievement on total essay scores, as well as main effects on scores for every criterion on the scoring rubric. The results suggested that reading a model, generating criteria, and using a rubric to self‐assess can help middle school students produce more effective writing.  相似文献