Cataloger     

Marjorie H. Thorpe 《College Teaching》2013,61(3)

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Love invades the classroom     

Marjorie Harrison 《Peabody Journal of Education》2013,88(6)

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Metallographic etching reagents; II,for copper alloys,nickel, and the alpha alloys of nickel     

H.S. Rawdor  Marjorie G. Lorentz 《Journal of The Franklin Institute》1922,194(1):94-95

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Motivation to read in grades K – 2: a cross-cultural perspective     

Pelusa Orellana  Lorraine Jacques  Riitta-Liisa Korkeamäki  Eufimia Tafa  Linda B. Gambrell 《International Journal of Early Years Education》2019,27(4):423-440

ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.  相似文献   

Physical Efficiency Tests for College Women     

M. Gladys Scott  Marjorie Wilson 《Research quarterly for exercise and sport》2013,84(2):62-69

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Technological Literacy: A Framework for Teaching Technical Communication Software Tools     

Marjorie Rush Hovde  Corinne C. Renguette 《Technical Communication Quarterly》2017,26(4):395-411

Understanding technological literacy for technical communicators is crucial for effective pedagogy in technical and professional communication. Challenges of teaching technical communication students the functions and concepts of workplace software include the number of rapidly changing applications, a desire to focus on education over training, limited faculty expertise in software, limited resources for teaching software, and a desire to focus on technical communication principles. To address these challenges, the authors explore how to use a four-level framework of technological literacy along with existing resources to design a course to help students use, understand, and evaluate technical communication technology.  相似文献   

Parental cognitive impairment and child maltreatment in Canada     

McConnell D  Feldman M  Aunos M  Prasad N 《Child abuse & neglect》2011,35(8):621-632

Objectives

The aim of this study was to determine the prevalence of parental cognitive impairment in cases opened for child maltreatment investigation in Canada, and to examine the relationship between parental cognitive impairment and maltreatment investigation outcomes including substantiation, case disposition and court application.

Methods

The method was secondary analysis of the Canadian Incidence Study of Child Abuse and Neglect (CIS-2003) core-data, which is derived from a multi-stage stratified cluster sample of 11,562 child maltreatment investigations.

Results

Parental cognitive impairment was noted in 10.1% of sampled cases that were opened for child maltreatment investigation in 2003, and in 27.3% of sampled cases that resulted in child welfare court application. Neglect was the most common cause of concern. With child and case characteristics held constant, parental cognitive impairment predicted investigation outcomes. The data further suggest that the relationship between parental cognitive impairment and investigation outcomes was partially mediated by perceived parent non-cooperation, mental health issues and low social support.

Conclusions

The number of children who are living with a parent with cognitive impairment and who are referred for protective services is thought to be increasing. Building systems capacity to support parents with cognitive impairment and promote child wellbeing is therefore essential to containing the human and economic costs of maltreatment and out-of-home care.

Practice implications

A broad-spectrum approach is needed to support parents with cognitive impairment and their children. Equipping services with the knowledge, skills, and mandate they need to deliver evidence-based parent training is vital. However, strategies are also needed to tackle discrimination, alleviate family poverty, strengthen the social ties of parents with cognitive impairment and in turn, improve the life chances of their children.  相似文献   

Self‐Regulation and Mathematics Instruction     

Marjorie Montague 《Learning disabilities research & practice》2007,22(1):75-83

Abstract The purpose of this article is to provide an overview of research‐based interventions that incorporate self‐regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self‐regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self‐regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self‐regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self‐regulation instruction in the classroom are presented.  相似文献   

Teaching and its discontents: In search of a golden past   总被引：1，自引：0，他引：1  

Marjorie Theobald 《The Australian Educational Researcher》1999,26(1):15-32

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Basic education: Tool of liberation or exploitation?   总被引：1，自引：0，他引：1  

Marjorie Mbilinyi 《Prospects》1977,7(4):489-503

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