Communication: One key to mainstreaming success     

Marsha A. Schubert  Mary F. Landers  Michael J. Curtis  Thomas E. Anderson  Vicki Curtis 《International Journal of Disability, Development & Education》1984,31(1):46-53

Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication (Schubert & Glick, 1981). This article describes the collaborative consultation model as one approach to attaining good, effective communication.  相似文献   

The myth of equality in science classrooms     

Jane Butler Kahle  Marsha K. Lakes 《科学教学研究杂志》1983,20(2):131-140

An analysis of the 1976-1977 NAEP survey of science attitudes showed that, by age nine, females, although expressing similar or greater desires to participate in science activities, had consistently fewer experiences in science than boys of the same age. Science activities surveyed included use of common experimental materials and instruments, observation of scientific phenomena, and field trips. At ages 13 and 17, girls again reported fewer classroom and extracurricular science activities than boys. Their responses indicated narrow perceptions of science and of the usefulness of scientific research. In addition, they displayed generally negative attitudes toward science classes and careers. Suggestions to eliminate the inequalities found are offered.  相似文献   

Best of both worlds: The Nova ITDE model of distance education     

Charles Schlosser  Marsha Burmeister 《TechTrends》1999,43(5):45-48

  相似文献   

Schema effects in EFL reading comprehension     

Marsha Bensoussan 《Journal of Research in Reading》1998,21(3):213-227

Schemata are known to play an important a role in reading comprehension. Comprehension is seen as the interaction between top-down processing from activated schemata and bottom-up processing from concepts expressed by the text. If readers activate an inappropriate schema, they may miss the meaning of the text. The present study examines the effects of faulty schemata on reading comprehension. At the end of an advanced English reading course at Haifa University, a test of reading comprehension was administered to 125 students. One section of the test contained an advanced level text about love and marriage, a text close to the personal experience of the examinees. Using dictionaries, students translated expressions and sentences and answered short-answer comprehension questions in English. Results indicated that 23% of the wrong answers to the comprehension questions were driven by schemata which differed substantially from the actual content of the text.  相似文献   

COMMENT ON CARR1     

Marsha L. Semmel 《Curator: The Museum Journal》2003,46(2):130-131

  相似文献   

Developmental and gender influences on coping: Implications for skills training     

Robyn S. Hess  Marsha L. Richards 《Psychology in the schools》1999,36(2):149-157

The transition to adulthood for today's youth is a difficult journey filled with risk, rapid change, and seemingly endless choices. Effective coping skills can help youth navigate these challenges. This article explores the impact of gender and developmental level on coping skill acquisition in adolescence. Suggestions for helping youth to develop effective coping strategies are provided from both a prevention and intervention perspective. By helping today's youth develop the necessary strategies to deal with the unavoidable stresses encountered in life, school psychologists and counselors can help to ultimately create adults who have the skills and necessary psychological resources to successfully cope and adapt to life's changes. © 1999 John Wiley & Sons, Inc.  相似文献   

Driving skills in the rip direction     

Marsha Frady 《Performance Improvement》1999,38(6):12-14

  相似文献   

Correlates of Physical Activity Behavior in Rural Youth     

Russell R. Pate  Stewart G. Trost  Gwen M. Felton  Dianne S. Ward  Marsha Dowda  Ruth Saunders 《Research quarterly for exercise and sport》2013,84(3):241-248

Abstract

The purpose of this study was to identify correlates of physical activity behavior in a sample of rural, predominantly African American youth. Three hundred sixty-one fifth-grade students from two rural counties in South Carolina (69% African American, median age = 11 years) completed a questionnaire designed to measure beliefs and social influences regarding physical activity, physical activity self-efficacy, perceived physical activity habits of family members and friends, and access to exercise and fitness equipment at home. After school physical activity and television watching were assessed using the Previous Day Physical Activity Recall (PDPAR). Students were classified as physically active according to a moderate physical activity standard: two or more 30-min blocks at an intensity of 3 METs (metabolic equivalents) or greater, and a vigorous physical activity standard: one or more 30-min blocks at an intensity of 6 METs or greater. According to the moderate physical activity standard, 34.9% of students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and exercise equipment at home to be significant correlates of low activity status. According to the vigorous physical activity standard, 32.1% of the students were classified as low-active. Multivariate analysis revealed age, gender, television watching, and self-efficacy with respect to seeking support for physical activity to be significant correlates of low activity status. In summary, gender and the amount of television watching were found to be the most important correlates of physical activity in rural, predominantly African American youth.  相似文献   

Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving     

Andreas Karatsolis  Suguru Ishizaki  Marsha Lovett  Stacie Rohrbach  Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.  相似文献   

We Are People First: Framing Organizational Assimilation Experiences of the Physically Disabled Using Co-Cultural Theory     

Marsha Cohen  Susan Avanzino 《Communication Studies》2013,64(3):272-303

This study explores how organizational members with disabilities experience and manage organizational assimilation in the workplace. The organizational socialization model was used to initially analyze participants' assimilation experiences and co-cultural theory was used as a framework for examining how participants negotiate assimilation. Interviews with 24 participants with physical disabilities were analyzed. Results illustrate a dynamic and difficult process of managing and negotiating assimilation, using a variety of communication strategies such as accommodation (attempts to keep some cultural identity) and assimilation (attempts to conform), as opposed to separation (rejecting common connection with dominant members and bonding only with co-cultural members).  相似文献