“If the Library Genie Granted You Three Wishes,What Would They Be?”: Results and Lessons Learned From an Annual User Feedback Campaign     

Melissa De Santis  Vivienne Houghton  Cathalina Fontenelle 《Medical reference services quarterly》2017,36(1):9-18

The Health Sciences Library at the University of Colorado Anschutz Medical Campus implemented a user feedback campaign that successfully provided input about user needs. The library created an engaging marketing theme and employed a simple form to successfully solicit feedback from users. The program has been easy to replicate in subsequent years, and other health sciences libraries have been able to recreate the process at their institutions.  相似文献   

Elaine Howard Ecklund: <Emphasis Type="Italic">Science vs. Religion: What Scientists Really Think</Emphasis>     

Michael Reiss 《Science & Education》2012,21(3):429-431

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Changing from a special school to an inclusion service     

Carol Bannister  Vivienne Sharland  Vivian Upton  David Walker  & Gary Thomas 《British Journal of Special Education》1998,25(2):65-69

Members of the Somerset Inclusion Project and Gary Thomas (professor and reader in education at the University of the West of England, Bristol) discuss the need for schools to become more inclusive in response to the Government's recent Green Paper (DfEE, 1997), which emphasises that special schools need to work in different ways and to provide services to local mainstream schools. The notion that inclusion is right and segregation is wrong led the staff to convert the Princess Margaret School (PMS) in Taunton, Somerset to an inclusion service.  相似文献   

Trajectories of parenting and child negative emotionality during infancy and toddlerhood: a longitudinal analysis     

Lipscomb ST  Leve LD  Harold GT  Neiderhiser JM  Shaw DS  Ge X  Reiss D 《Child development》2011,82(5):1661-1675

The current longitudinal study examined trajectories of child negative emotionality, parenting efficacy, and overreactive parenting among 382 adoptive families during infancy and toddlerhood. Data were collected from adoptive parents when the children were 9-, 18-, and 27-month-old. Latent growth curve modeling indicated age-related increases in child negative emotionality and overreactive parenting for adoptive fathers and adoptive mothers (AM), and decreases in parent efficacy among AM. Increases in child negative emotionality were also associated with increases in parent overreactivity and decreases in maternal efficacy. Mothers' and fathers' developmental patterns were linked within but not across parenting domains. Limitations and directions for future research are discussed.  相似文献   

Understanding Reading Development - by Colin Harrison     

Vivienne  Smith 《British Journal of Educational Studies》2008,56(1):115-117

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Science Education and Student Diversity: Synthesis and Research Agenda - By Okhee Lee and Aurolyn Luykx     

Michael J.  Reiss 《British Journal of Educational Studies》2008,56(4):485-486

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Demanding RE: engaging research,scholarship and practice to promote learning     

Vivienne Baumfield 《British Journal of Religious Education》2008,30(1):1-2

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Institutional context matters: the professional development of academics as teachers in South African higher education     

Brenda Leibowitz  Vivienne Bozalek  Susan van Schalkwyk  Christine Winberg 《Higher Education》2015,69(2):315-330

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Patterns of dropping out     

Carol Reich  Vivienne Young 《Interchange》1975,6(4):6-15

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Students’ science attitudes,beliefs, and context: associations with science and chemistry aspirations     

Tamjid Mujtaba  Richard Sheldrake  Michael J. Reiss  Shirley Simon 《International Journal of Science Education》2018,40(6):644-667

There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students’ background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11–12 years) and in Year 8 (age 12–13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students’ aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their self-concept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations.  相似文献