Editor's notes     

Holly Burkett 《Performance Improvement》2007,46(4):2-2

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Get radical,get results     

Holly Burkett 《Performance Improvement》2006,45(3):2-2

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信念无敌     

孙大宝 《语数外学习(初中版)》2010,(6):1-1

I remember daddy＇s hands folded silently in prayer
And reaching out to hold me, when I had a nightmare  相似文献   

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well‐Being and GPA?     

Holly L. Stack‐Cutler  Rauno K. Parrila  Minna Torppa 《Learning disabilities research & practice》2016,31(1):45-55

We examined the impact of the number of comorbid difficulties, social support, and community support on life satisfaction and academic achievement among 120 university students or recent graduates with self‐reported reading difficulties. Participants completed a questionnaire assessing perceived social support, perceived community support, the number of comorbid difficulties in addition to reading difficulty, life satisfaction, and academic achievement (grade point average). Results supported a main effect model in which the number of comorbid difficulties and social, but not community, support predicted life satisfaction. Social and community support did not moderate the relationship between the number of comorbid difficulties and life satisfaction, lending no support to the buffering effect hypothesis. However, a mediation model showed that social support partially mediated the relationship between the number of comorbid difficulties and life satisfaction. Academic achievement did not correlate with any included variable.  相似文献   

Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job     

Andrea J. Hester  Holly M. Hutchins  Lisa A. Burke‐Smalley 《Performance Improvement Quarterly》2016,29(3):231-255

We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.  相似文献   

Differences Between Patient and Provider Perceptions of Informed Decision Making About Epidural Analgesia Use During Childbirth     

Holly Bianca Goldberg  Allison Shorten 《The Journal of perinatal education》2014,23(2):104-112

The objective of this study was to determine whether differences exist between patient and provider perceptions regarding the decision-making process around use of epidural analgesia during childbirth. The dyadic patient–provider Decisional Conflict Scale was modified to measure first-time mother (n = 35) and maternity care provider (n = 52) perceptions. Providers perceived a greater degree of informed decision making than patients (84.97 vs. 79.41, p = .04) and were more likely to recall they upheld patients’ rights to make informed choices than patients were to perceive their rights had been upheld (85.95 vs. 71.73, p < .01). This incongruity highlights the need to align legal principles with practice to create mutual agreement between stakeholder perceptions of informed decision making.  相似文献   

Titles for toddlers     

Holly Mandelhern 《Early Childhood Education Journal》1982,9(3):8-10

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Place and student subjectivities in Higher Education ‘cold spots’     

Holly Henderson 《British Journal of Sociology of Education》2020,41(3):331-345

Abstract

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity.  相似文献   

Multimodal Training Improves Spatial Reasoning Skills in Female College Students     

Applebee  Dennis  Bennett-Day  Brooke  Ferrari  James  Pritchard  Patrick  Boettger-Tong  Holly 《Journal of Science Education and Technology》2021,30(4):539-549

Journal of Science Education and Technology - Spatial reasoning is a valuable cognitive tool which enables navigation of the body in relation to other objects in space, permits deconstruction of...  相似文献   

An Exponential Misconception     

Holly Zullo 《Teaching Statistics》2008,30(3):79-80

This article points out an unexpected but common misconception by students dealing with the exponential distribution.  相似文献