Empirical testing of a cognitive model to account for neuropsychological functioning underlying arithmetic problem solving     

E S Batchelor  J W Gray  R S Dean 《Journal of learning disabilities》1990,23(1):38-42

The efficacy of a cognitive-based arithmetic problem-solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) was tested using 989 students with learning disabilities. Comprehensive neuropsychological test battery information was used to predict composite arithmetic test performance as a means of examining the utility of this model. Results of this study offer support for Dinnel et al.'s (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) model in accounting for arithmetic performance under continuous visual stimulus conditions. However, these data indicate a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. The neuropsychological aspects of arithmetic problem solving were discussed in relationship to this cognitive-based model.  相似文献   

Framework for Sustaining Innovation at Baker Library,Harvard Business School     

Meghan Dolan  Stephanie Oliver 《New Review of Academic Librarianship》2017,23(2-3):275-292

ABSTRACT

Baker Library at Harvard Business School is increasingly asked by the school's faculty to create custom digital information products to enhance course assignments and to find novel ways of electronically disseminating faculty research. In order to prioritize these requests, as well as facilitate, manage, and track the resulting projects, the library staff developed the Research Innovation Framework. Informed by design thinking techniques and recent research on building innovation strategies and innovative cultures, the Research Innovation Framework has been particularly impactful to Baker's intra-organizational communication, allowing for more robust collaboration across the entire library. Tools and resources contained within the Framework have allowed Baker to adapt to the diverse and evolving needs of its customers.  相似文献   

Cats,Comics, and Knausgård: Promoting Student Reading at a U.K. Academic Library with a Leisure Reading Collection     

Susan Hurst  Dominic Marsh  Dean Brown  Shona Forbes 《New Review of Academic Librarianship》2017,23(4):442-452

This case study describes the creation of a leisure reading collection in the Clifford Whitworth library at the University of Salford. It briefly surveys existing literature on leisure reading collections and looks at the growing interest among U.K. academic libraries in recreational reading. It considers the reasons for promoting reading as a leisure activity to students and describes the processes of selecting, purchasing, and marketing the collection at Salford. It also considers possible future developments for the collection and the evaluation of the library's attempts to encourage a culture of reading among Salford students. The positive response to the collection suggests the development of leisure reading is a worthwhile activity for academic libraries to focus on and the study contains useful information for others who are interested in creating a similar collection.  相似文献   

COUNTER Release 5: What’s New and What It Means to Libraries     

Oliver Pesch 《期刊图书馆员》2017,73(3-4):195-207

A new release of the COUNTER Code of Practice, Release 5 (R5), was recently published and becomes the standard that publishers and content providers must comply with when they deliver the January 2019 usage data to their customers. This article provides an overview of what’s new in R5, draws some comparisons to the previous code of practice, and discusses the implications for librarians.  相似文献   

The Big-fish–little-pond-effect Stands Up to Critical Scrutiny: Implications for Theory, Methodology, and Future Research     

Herbert W. Marsh  Marjorie Seaton  Ulrich Trautwein  Oliver Lüdtke  K. T. Hau  Alison J. O’Mara  Rhonda G. Craven 《Educational Psychology Review》2008,20(3):319-350

The big-fish–little-pond effect (BFLPE) predicts that equally able students have lower academic self-concepts (ASCs) when attending schools where the average ability levels of classmates is high, and higher ASCs when attending schools where the school-average ability is low. BFLPE findings are remarkably robust, generalizing over a wide variety of different individual student and contextual level characteristics, settings, countries, long-term follow-ups, and research designs. Because of the importance of ASC in predicting future achievement, coursework selection, and educational attainment, the results have important implications for the way in which schools are organized (e.g., tracking, ability grouping, academically selective schools, and gifted education programs). In response to Dai and Rinn (Educ. Psychol. Rev., 2008), we summarize the theoretical model underlying the BFLPE, minimal conditions for testing the BFLPE, support for its robust generalizability, its relation to social comparison theory, and recent research extending previous implications, demonstrating that the BFLPE stands up to scrutiny. Quotations (associated page numbers) to the Dai and Rinn (2008) article are based on a prepublication version of the article available to the authors of this article that may have changed during the final preparation for publication. The authors would also like to express thanks to David Dai and Anne Rinn for their encouragement and assistance to us in preparation of our article, whilst still acknowledging that they might not agree will all the views expressed here.  相似文献   

Racial Perceptions of Young Children: A Review of Literature Post-1999     

Dean Cristol  Belinda Gimbert 《Early Childhood Education Journal》2008,36(2):201-207

It has been argued that intervention strategies designed to reduce racial prejudice in young children have been based on weak theoretical models of racial stereotyping and prejudice with little effect on the reduction of racial bias. This paper examines the social-cognitive and intergroup scholarship post-Bigler (J Soc Issues 55(4), 687–705, 1999), with an emphasis on the development of racial prejudice in young children. The purpose of this paper is not to argue for a particular theoretical approach, but to provide an overview of some of the important pieces of research. Findings indicate that social learning and cognitive development models need to be understood when implementing curriculum designed to reduce racist beliefs and attitudes in young children.  相似文献   

旅程     

Mary Oliver 《海外英语》2008,(4)

One day you finally knew what you had to do, and began, though the voices around you kept shouting their bad advice- though the whole house began to tremble and you felt the old tug at your ankles. "Mend my life!" each voice cried. But you didn't stop. You knew what you had to do, though the wind pried  相似文献   

技术发展与业务需求双驱动下的物联网演进     

彭聪  罗德安  夏林中  许志良 《深圳信息职业技术学院学报》2021,(1)

伴随着信息与通信领域的关键技术以及产业背景下新型业务需求的发展,物联网的关注重点、关键支撑技术以及服务形式都在持续地变化。自20世纪90年代末物联网概念被提出至今,物联网的代际演进可以系统地梳理为具有不同特征的三个阶段,包括注重物体标记的初代物联网、注重物体联网的二代物联网以及引入了社交网络的新型社交物联网。为了构建完整的物联网系统,应深刻地理解技术发展和产业需求是如何驱动物联网的代际演进,并在此基础上,谋求关键技术的选用和协同,以提供适应物联网设备和应用特征的解决方案。  相似文献   

Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals   总被引：2，自引：0，他引：2  

Soonhye Park  J. Steve Oliver 《Research in Science Education》2008,38(3):261-284

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People and practice: defining education as an academic discipline     

Dominic Wyse  Chris Brown  Sandy Oliver  Ximena Pobleté 《British Educational Research Journal》2021,47(6):1512-1521

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