Outstanding Science Teacher Educator of the Year     

Bonnie L. Shapiro 《Journal of Science Teacher Education》1997,8(3):183-183

  相似文献   

Academic Librarians,Information Overload,and the Tao of Discovery     

Steven Shapiro 《The Journal of Academic Librarianship》2018,44(5):671-673

This article explores the meaning of web-scale discovery and argues for the need to formulate a philosophy of discovery (consistent with library values) before using and deploying a discovery tool to make it easier to achieve goals and objectives. It also focuses on how user behavior and the success of Google Scholar can help guide us in improving these tools. At the same time, the essay describes the limitations of discovery tools and their perceived role in contributing to information overload.  相似文献   

Development of filial attachment to static visual features of an imprinting object     

Leonard A. Eiserer 《Learning & behavior》1980,8(1):159-166

Three experiments investigated the fact that the static visual features of an imprinting object (its color, size, and shape characteristics, as represented by the object remaining stationary during its presentation) can gradually acquire control over filial behavior by virtue of their repeated spatial-temporal pairing with visual motion—an effect that has been interpreted as a process of classical conditioning. Experiment 1 found that the static features can acquire control if they are made conspicuous in some other, nonmovement way (i.e., by manipulating the relative illumination of the imprinting object). Further experiments then failed to find any qualitative difference between the behavioral control developed by conspicuous but static aspects of a duckling’s environment and the control developed by the static features of a moving object, either in terms of persistence of the acquired control (Experiment 2) or in terms of possible restrictions imposed by the sensitive period for imprinting (Experiment 3). Taken together, these results support the plausibility of a perceptual learning hypothesis, although the classical conditioning view was not itself contradicted. The present findings are also relevant to the broader issue of whether any valid distinctions exist between the behavioral control exerted by static aspects of a precocial bird’s environment and the control exerted by animate, presumably social stimuli.  相似文献   

Evaluation of the peacemakers program: School‐based violence prevention for students in grades four through eight     

Jeremy P. Shapiro  Joella D. Burgoon  Carolyn J. Welker  Joseph B. Clough 《Psychology in the schools》2002,39(1):87-100

This study evaluated the violence prevention effects of The Peacemakers Program, a school‐based intervention for students in grades four through eight. The program includes a primary prevention component delivered by teachers and a remedial component implemented by school psychologists and counselors with referred students. The teacher‐delivered component consists of a psychoeducational curriculum and procedures for infusing program content into the school environment. The study included almost 2,000 students in an urban public school system, with pre‐ and post‐program assessment and comparison to a control group. There were significant, positive program effects on six of the seven variables assessed, including knowledge of psychosocial skills, self‐reported aggression, and teacher‐reported aggression, with a 41% decrease in aggression‐related disciplinary incidents and a 67% reduction in suspensions for violent behavior. On some outcome variables, intervention effects were stronger for boys than girls and for middle school compared to upper elementary school students. © 2002 John Wiley & Sons, Inc.  相似文献   

Confronting the opioid crisis with consumer health information: a look at East Tennessee     

Kelsey Leonard Grabeel  Jenny C. Moore 《Journal of the Medical Library Association》2021,109(1):120

  相似文献   

The Cure That Ailed Us     

William Shapiro 《Academic Questions》2018,31(1):33-39

  相似文献   

II Social Processes IN CURRICULUM BUILDING     

Leonard A. Stidley 《Religious education (Chicago, Ill.)》2013,108(5):313-318

  相似文献   

Teachers and tolerance: Discriminating diversity dispositions     

Pauline Leonard  Lawrence Leonard 《The Teacher Educator》2013,48(1):30-62

Abstract

Prevailing values of equity and social justice are increasingly espoused in the mission and policy statements of public institutions, organizations, and agencies. In higher education, teacher preparation programs are considered to be key contributors to the cultivation of mores of inclusiveness, where diversity is embraced and appreciated in its multitude of forms. The purpose of this qualitative study was to examine the diversity dispositions of a group of preservice and inservice teachers participating in a multicultural education course at a university in the deep southern region of the United States. Data were collected in the following ways: (a) autobiographical accounts that participants compiled and shared; (b) responses to abbreviated biographies in an online discussion forum; (c) face‐to‐face discussions of issues related to goals of equity, tolerance, and social justice in schools; and (d) instructor observations of participants' interactions with each other. The research revealed that in the electronic forum the teacher candidates and practicing teachers were particularly candid in reflecting upon and revealing their cultural roots, perceptions, and experiences and validated many—but not all—‐peer self‐reports of marginalization. Three major diversity dispositions emerged in the data analysis: (a) cultural consciousness, (b) intercultural sensitivity, and (c) commitment to social justice. The study also illuminated the challenge inherent in critically examining and sharing diversity dispositions when considering issues of discrimination, prejudice, and segregation in a multicultural setting. Although limited in scope and generalizibility, the findings provide insights into ways of framing tolerance sensibilities and for improving educators' capacities to reassess candidates' diversity dispositions.  相似文献   

Strike One! Yer’ Out! A Short Count for the Student Teacher in a School Strike?     

Leonard M. Chaffee  Robert D. Alley 《Clearing house (Menasha, Wis.)》2013,86(8):503-506

  相似文献   

AGE DIFFERENCES IN EFFICIENCY OF READING COMPREHENSION FROM PRINTED VERSUS COMPUTER‐DISPLAYED TEXT     

Bonnie J. F. Meyer  Leonard W. Poon 《Educational gerontology》2013,39(8):789-807

Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension.  相似文献