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21.
Jitendra AK Edwards LL Starosta K Sacks G Jacobson LA Choutka CM 《Journal of learning disabilities》2004,37(5):421-439
Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills. 相似文献
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23.
Interdisciplinary Learning: Process and Outcomes 总被引：1，自引：0，他引：1
Lana Ivanitskaya Deborah Clark George Montgomery Ronald Primeau 《Innovative Higher Education》2002,27(2):95-111
Interdisciplinary learning is characterized by the integration of multidisciplinary knowledge across a central program theme or focus. With repeated exposure to interdisciplinary thought, learners develop more advanced epistemological beliefs, enhanced critical thinking ability and metacognitive skills, and an understanding of the relations among perspectives derived from different disciplines. Our adaptation of Biggs and Collis' (1982) Structure of the Observed Learning Outcome illustrates the stages of interdisciplinary knowledge integration and explains corresponding patterns of learners' intellectual functioning, from acquisition of single-subject information to transfer of interdisciplinary knowledge to other topics, issues, or problems. 相似文献
24.
Lana Soglasnova 《Cataloging & classification quarterly》2013,51(5-6):404-421
ABSTRACTThis article discusses errors in subject analysis for Slavic materials due to “false friends,” words similar in form but different in meaning. An overview of false friends in Slavic languages is presented, followed by case studies demonstrating how false friends in book titles can lead to errors in subject analysis. We also review the resources that can assist Slavic catalogers in identifying false friends: print dictionaries, online lists, online translation tools, and records from the catalogs by the national libraries of countries of publication. Finally, implications for workflow in dealing with Slavic false friends in cataloging practice are discussed. 相似文献
25.
This article presents a case study of the evaluation of social responsiveness and relevance of terminology used in a specialized thesaurus constructed for a community legal clinic library. The thesaurus is intended to assist in meeting information discovery and educational needs of a small organization that advocates on behalf of injured workers for legal and social justice within Ontario's workers’ compensation system. The authors include an overview of the thesaurus project and the historical context of workers’ compensation. They discuss the use of Cognitive Work Analysis as an evaluation methodology particularly appropriate to both the material and the clinic's culture of collaboration, with examples of its application in practice and some lessons learned. 相似文献
26.
Steven M. Ross Lana J. Smith Jason P. Casey 《School Effectiveness & School Improvement》2013,24(2):129-150
This study examined the effects on reading achievement of the Success For All (SFA) program for minority and nonminority students attending elementary school in a small midwestern city. SFA uses a research-based kindergarten program, beginning and intermediate reading programs in Grades 1–3, one-to-one tutoring for low achievers, family support, and other elements. Findings from a comparison between two SFA schools and two matched control schools showed that on individually-administered reading tests, minority (African American) students in the SFA schools performed comparably to their nonminority counterparts at the four schools while significantly outperforming control school minority students. Although overall program effects were not significant, SFA was also effective for the subsample consisting of the lowest-25% achieving students. Longitudinal results over four years showed stable benefits for the lowest-achievers, but some decline in overall program effects relative to the first two years. 相似文献
27.
Vanja Radi&#x;i&#x; Biljak Valentina Vidranski Lana Rui&#x; Ana-Maria Simundic Tihomir Vidranski 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(1)
IntroductionIntensive physical activity causes functional and metabolic changes in the athlete’s organism. The study aimed to verify the common national available reference intervals (RIs) for common inflammatory and screening coagulation tests in a population of healthy young female athletes.Materials and methodsOne hundred and twenty-one female athletes (age range: 16–34), from various sports disciplines (water polo, handball, volleyball, football, basketball), were included in the study. All participants completed the international physical activity short-form questionnaire. Blood samples were collected between 8–10 am, after an overnight fast, before any physical activity. Reference intervals were determined according to Clinical & Laboratory Standards Institute EP28-A3C Guidelines.ResultsCalculated RIs for white blood cell count (WBC), prothrombin time (PT), and activated partial thromboplastin time (APTT) ratio were in accordance with the common national RIs. Calculated RI for C-reactive protein (CRP) was lower (< 2.9 mg/L) than the proposed cut-off for a healthy population (< 5.0 mg/L). Reference interval for fibrinogen was higher (1.9–4.4 g/L), than the available RIs (1.8–3.5 g/L). D-dimer cut-off value was set at 852 µg/L fibrinogen equivalent units (FEU), higher than the proposed 500 µg/L FEU for venous thromboembolism (VTE) exclusion.ConclusionsThe applicability of the available RIs for WBC count, PT, and APTT-ratio was confirmed. However, RIs for CRP and fibrinogen differed significantly than the available common national RIs for the healthy non-athletes’ population. A higher cut-off for D-dimers should be extensively verified before implementation for VTE diagnosis exclusion in a group of healthy young female athletes. 相似文献
28.
Brian Chad Starks Lana Harrison Kathy Denhardt 《Journal of Criminal Justice Education》2013,24(2):203-225
What comes to mind when the word learning is mentioned? Is it a classroom full of students and a teacher dictating notes as the students struggle emphatically to write down every word that is said? Is it a picture of a student in the library with a stack of books piled on a desk, trying to read them all? These examples of learning may fit the traditional definition but this paper expands learning to include service. This paper describes a non‐traditional style of learning that takes the student “out of the comfort zone of the classroom” into the community and explains how this experience has an impact on the students’ education as well as their lives. The authors of this paper hope to influence its readers to re‐think the definition of learning by understanding the importance of service. 相似文献
29.
Steven M. Ross Lana S. Smith Gary R. Morrison 《Educational technology research and development : ETR & D》1991,39(4):33-46
This evaluation study examined the school achievement and adjustment by at-risk students one year following their participation
as fifth and sixth graders in computer-intensive classrooms using the Apple Classrooms of Tomorrow (ACOT) program. Comparisons
between the former ACOT subjects and a matched control group who had attended the same elementary school were made on attitudes
toward school, teacher evaluations, grades, computer skills, and standardized test scores. Results showed some advantages
for the ACOT students in the seventh grade, but on most measures they were indistinguishable from the control group. Specifically,
both groups appeared to remain at risk based on their poor performance and relatively poor adjustment. A key factor in interpreting
outcomes for the ACOT group was the limited availability of computers in the seventh grade, which thus restricted their opportunities
to apply or transfer the skills they had learned.
This research was supported by a grant from Apple Classrooms of Tomorrow, Apple Computer, Inc. 相似文献
30.
Turkovic LF Pizent A Dodig S Pavlovic M Pasalic D 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(2):217-224