排序方式： 共有124条查询结果，搜索用时 234 毫秒
71.
Robert J. Engeszer William Olmstadt Jan Daley Monique Norfolk Kara Krekeler Monica Rogers Graham Colditz Victoria V. Anwuri Scott Morris Mychal Voorhees Brenda McDonald Jackie Bernstein Paul Schoening Lee Williams 《Journal of the Medical Library Association》2016,104(1):62-66
A partnership to improve access to health information via an urban public library system was established in St. Louis, Missouri, in 2011. A multiyear project was outlined that included an information needs assessment, a training class for public library staff, information kiosks at library branches for delivering printed consumer health materials, and a series of health-related programming. The partnership evolved to include social service and community organizations to carry out project goals and establish a sustainable program that met the health and wellness interests of the community. 相似文献
72.
Previous research on the development of distributive justice decisions, by centering largely on situations in which rewards for work productivity are to be allocated, has shed little light on the child's developing ability to select the justice norm most appropriate to the situation. Children 5, 9, and 13 years of age were asked to allocate resources and judge the fairness of alternative decision rules in situations to which either equity, equality, or need norms were especially applicable. As predicted, young children were insensitive to contextual information, generally preferring to allocate resources equally, whereas older children tailored their decisions appropriately to the situation. The fact that developmental trends differed from situation to situation points to the importance of adopting a contextual perspective on the development of distributive justice orientations. 相似文献
73.
Problems faced by engineering students involve multiple pathways to solution. Students rarely receive effective formative feedback on handwritten homework. This paper examines the potential for computer-based formative assessment of student solutions to multipath engineering problems. In particular, an intelligent tutor approach is adopted and tested out on problems of truss analysis, studied in engineering statics. With a cognitive model for solving the class of problems, the tutor allows the student wide latitude in solution steps, while maintaining sufficient constraints for judging the solution and offering feedback. Proper selection of judging points prevents interference with productive student work, while avoiding accumulated errors. To monitor student learning, efforts to apply distinct skills were extracted on the fly from student work. Using statistical methods developed for intelligent tutoring systems, metrics of the effectiveness of the feedback and areas for further improvements were gleaned from error rates in successive opportunities to apply distinct skills. 相似文献
74.
Ayshe Talay-Ongan Kara Wood 《International Journal of Disability, Development & Education》2000,47(2):201-212
Although there is ample clinical evidence supporting sensory hyper- and hypo-sensitivities in children with autism, empirical evidence is scant. Review of the available evidence indicated that there was a need for further systematic data on unusual sensory-perceptual sensitivities. A questionnaire was developed to investigate this phenomenon in 30 young children with autism and their controls across auditory, tactile, visual, gustatory, and vestibular domains. Significant differences were found between the two groups across all domains, although the limitations of this preliminary investigation need to be taken into account. The findings are interpreted within the framework of theory of mind and joint attention deficit, as well as psychodynamic hypotheses for autism. A brief argument is given as to how an ongoing experience of sensory aberrations may have an inhibitory effect on the prerequisite processes through which social interactivity, attachment, and communication skills develop. The applied implications of the findings are also discussed. 相似文献
75.
Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the data when constructing validity arguments, but the practice is not widespread. This paper contributes to existing research on validity by highlighting the value of attending to the actual interpretation and use of a measure aimed at supporting instructional improvement in mathematics. We describe the use of the same measure across two contexts to highlight the importance of attending to characteristics of both users and the contexts in which the measures are used when assessing the validity of inferences for the purpose of instructional improvement efforts. 相似文献
76.
This article introduces StoryTech, a smart storytelling toy that offers children a mixed reality environment in which to tell imaginative stories. During usability testing, an empirical study was carried out with 90 child participants. The findings indicated that StoryTech creates a rich storytelling experience, especially for ages five and six. 相似文献
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Abstract The conditions, processes and consequences of technology implementation were explored in order to develop a holistic view of technology use in a typical elementary school (ages 6-11 years). This qualitative case study employed a symbolic interactionist conceptual framework, an interpretivist research paradigm and analytic induction strategies. Assertions generated from the process of analytic induction suggest that even when conditions appear ripe for transformational uses of technology, these uses often do not occur. The study raises questions about whether school-wide transformational uses of technology can occur without an organized reform effort and whether the conditions for transformational use of technology advocated in the literature are sufficient to facilitate such use. The study also supports the need to consider stages of adoption when planning for technology integration within a school and adds another dimension to the question of whether constructivist teaching strategies enable transformative uses of technology or whether the transformational uses of technology lead to more constructivist tendencies. 相似文献
79.
Kristina R. Olson Kristin Shutts Katherine D. Kinzler Kara G. Weisman 《Child development》2012,83(6):1884-1899
Group‐based social hierarchies exist in nearly every society, yet little is known about whether children understand that they exist. The present studies investigated whether 3‐ to 10‐year‐old children (N = 84) in South Africa associate higher status racial groups with higher levels of wealth, one indicator of social status. Children matched higher value belongings with White people more often than with multiracial or Black people and with multiracial people more often than with Black people, thus showing sensitivity to the de facto racial hierarchy in their society. There were no age‐related changes in children’s tendency to associate racial groups with wealth differences. The implications of these results are discussed in light of the general tendency for people to legitimize and perpetuate the status quo. 相似文献
80.
This study examined how parents' reports of children’s technology use in the home varies by a child’s gender or grade level. Framed by technology adoption models, this mixed-method study gathered parent reports of their elementary child’s use of portable technology for entertainment and learning in the home, collected from 120 surveys and 13 individual interviews with survey respondents. Results across the four 2×2 ANOVAs yielded three significant main effects: gender and entertainment devices, gender and entertainment apps, grade level and learning apps. No significant effects were found among any of the interaction variables or within the ANOVA summary for learning devices. Interview data revealed girls are interested in reading with Kindle, whereas parents are reluctant to provide boys with portable technology because of their preference to play games. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested. 相似文献