Editorial: Social and Educational Inclusion     

Monica Cuskelly 《International Journal of Disability, Development & Education》2000,47(1):5-6

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Readers’ Responsibilities     

Monica Cuskelly 《International Journal of Disability, Development & Education》2009,56(1):1-3

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Impression Formation in Children: Influence of Gender and Expectancy     

Cecile B. McAninch  Mary Beth Manolis  Richard Milich  Monica J. Harris 《Child development》1993,64(5):1492-1506

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电子资源管理的挑战及管理策略的实践     

杨荣蕙 《图书馆论坛》2012,32(2):70-76

面对快速增长的电子资源和电子学习等环境的转变,高校图书馆必须在整体管理和发展的策略上积极配合。在电子资源方面,需要发展新的管理模式,作长远规划管理。文章主要分享香港中文大学图书馆如何面对电子资源的挑战及实践管理策略的经验。  相似文献   

Congenital analbuminemia caused by a novel aberrant splicing in the albumin gene     

Gianluca Caridi  Monica Dagnino  Omer Erdeve  Marco Di Duca  Duran Yildiz  Serdar Alan  Begum Atasay  Saadet Arsan  Monica Campagnoli  Monica Galliano  Lorenzo Minchiotti 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):151-158

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Phenotypic Heterogeneity of Asian Indian Inversion Deletions Gγ(Aγδβ)0 Breakpoint A and Breakpoint B     

Sanjay Pandey  Sweta Pandey  Ravi Ranjan  Rahasyamani Mishra  Monica Sharma  Renu Saxena 《Indian journal of clinical biochemistry : IJCB》2013,28(1):98-101

Asian Indian inversion deletion Gγ (Aγδβ)0-thalassemia is a rare entities characterized by high HbF. Due to interaction with various genetic factors, patients with Gγ (Aγδβ)0-thalassemia showed clinical variability. Here we are presenting the phenotypic expression of Gγ(Aγδβ)0 thalassemia under influence of various co-inherited factors. Patient with α-globin gene deletion had mild phenotype than the patient with β-globin mutations. Patient with alpha gene deletion were presenting clinical character like thalassemia intermedia while Gγ (Aγδβ)0-thalassemia patients with co- presence of beta thalssemia mutation clinically behaved like thalassemia major.  相似文献   

Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning     

Monica Higgins  Ann Ishimaru  Rebecca Holcombe  Amy Fowler 《Journal of Educational Change》2012,13(1):67-94

This study draws upon theory and methods from the field of organizational behavior to examine organizational learning (OL) in the context of a large urban US school district. We build upon prior literature on OL from the field of organizational behavior to introduce and validate three subscales that assess key dimensions of organizational learning that build upon and extend prior education research: psychological safety, experimentation, and leadership that reinforces learning. Data from 941 teachers across 60 schools in this urban district suggest that organizational learning is an underlying condition which is expressed by teacher perceptions of subfactors of psychological safety, experimentation, and leadership that reinforces learning. Implications for adopting the conceptual framework and methods employed in this research for studying organizational learning and school change are discussed.  相似文献   

Are all teenagers emotionally illiterate? Charting a neuroscientific storying of normative deficit     

Monica A. Payne 《Emotional and Behavioural Difficulties》2013,18(2):143-155

Defining ‘emotional illiteracy’ is a task located within the broader context of expert (and subsequently public) assumptions regarding the normally expectable competencies of the age group concerned. In the late 1990s a series of neuroscientific studies reporting adolescents' limited ability to recognize emotional states from facial expressions seemed to present radically new developmental benchmarks. Although these studies were subsequently subjected to considerable methodological and interpretive criticism, some incautious assertions regarding teenagers' general inability to respond appropriately, especially in emotionally charged situations, continued to flourish. This paper charts the creation and maintenance of these ideas over the past decade to illustrate how, when primary sources are not carefully checked, powerful messages for which there is dubious empirical evidence can become incorporated into expert advice. It also suggests the importance of linking neuroscientific claims to other strands of contemporary Western efforts to define and contrast normative and disordered emotional behaviour in adolescence.  相似文献   

Teachers and tests: assessing pupils' reading achievement in primary schools     

Stefan Johansson  Eva Myrberg  Monica Rosén 《Educational Research and Evaluation》2013,19(8):693-711

The purpose of the present study was to examine validity aspects of teachers’ judgements of pupils’ reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers’ judgements of pupils’ achievement levels varied from one teacher to another. Moreover, there were significant differences between teachers’ judgements in Grades 3 and 4. Teachers in Grade 3 who had taught their pupils for almost 3 years showed higher correspondence between their judgements and pupil achievement within classrooms than 4th-grade teachers who, typically, had only taught their pupils for approximately 1 semester at the time of the data collection. The results indicate that teachers’ judgements and tests can be useful within classrooms, but that teachers may need external assessments to calibrate judgements over classrooms.  相似文献   

Making Students Talk about Expository Texts     

Monica Reichenberg 《Scandinavian Journal of Educational Research》2013,57(1):17-39

This study presents a comparison between how six teachers and their 17‐year‐old students talked about texts in civics and nursing science during regular lessons and during two lessons where structured text talk in smaller groups was used. The majority of students were poor readers and attended vocational programmes. The text talks were videotaped. During the regular lessons, most of the teachers asked purely factual questions where the students just had to retrieve information from the text to be able to answer them. The students made few inferences and reflections. After the regular lessons, the teachers were invited to participate in seminars led by the investigator. In these seminars, a special model of structured text talk was practiced before videotaping a second and a third time. The results demonstrate that during the structured text talks the teachers' question types had undergone a change. The number of purely factual questions had decreased. Instead there was an increase in the number of inferences and half‐open questions. The students read more actively during the structured text talks. They clearly made an effort to explore ideas in the text and made numerous inferences and reflections.  相似文献