The politics of the body: gender in a neoliberal and neoconservative age     

Jennifer Lee O'Donnell 《Gender and education》2015,27(2):198-200

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Inspiration and innovation in teaching and teacher education     

Jennifer Tatebe 《师资教育杂志》2016,42(2):265-267

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The Concept of Teacher–Student/Student–Teacher in Higher Education Trends     

Jennifer Job  Bharath Sriraman 《Interchange》2015,46(3):215-223

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Concept mapping improves metacomprehension accuracy among 7th graders     

Joshua S. Redford  Keith W. Thiede  Jennifer Wiley  Thomas D. Griffin 《Learning and Instruction》2012,22(4):262-270

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group, while a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing.  相似文献   

Testing Rhyme Recognition: How Does Your Test Measure Up?     

Jennifer Rappaport  Morag Hunter-Carsch 《Literacy》1999,33(2):64-71

New rhyme tests are being devised throughout the U.K. by educators in response to the Baseline Assessment procedures. The writers, a speech and language therapist and a teacher-educator, are concerned that rhyme tests should be designed in a way which is sensitive to children’s developmental levels. This report on Rappaport’s (1993) Test of Rhyme Recognition (TORR) is part of a larger multidisciplinary study developing a Teaching Programme.  相似文献   

尽兴狂欢——世界上最奇特节日     

Jennifer Bain  洪馥芝 《英语辅导》2008,(8)

到一个地方旅游,每个人都有不同的侧重点。有人是为了游山玩水,有人则为了追溯历史,也有人希望领略独特的风土人情。如果你属于第三种人,那可千万不能错过富有当地特色的节日哦。本期环球风情将带大家到世界各个角落,寻找各种奇特的节日。Let's go!  相似文献   

Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorders     

Jennifer B. Ganz 《Exceptionality》2013,21(4):249-260

Autism experts and individuals with high-functioning autism contend that many individuals with autism spectrum disorders (ASDs) respond most favorably to information that is presented visually. Accordingly, strategies capitalizing on this visual preference have received significant recent attention in both ASD research and practitioner-related literature. This article provides a review of visually based strategies for organizing classrooms for children and youth with ASD. Classroom structuring methods, visual schedules, and visually based organizational strategies are described and discussed. For each of the above, a justification, a brief review of the research literature, implementation guidelines, recommendations for effective use, and suggested resources for practitioners are provided. Tables and figures that provide examples of methods are also provided.  相似文献   

Youth With Disabilities in Foster Care: Developing Self-Determination Within a Context of Struggle and Disempowerment     

Sarah J. Geenen  Laurie E. Powers  Jennifer M. Hogansen  James O. E. Pittman 《Exceptionality》2013,21(1):17-30

Abstract

This article focuses on the transition experiences of foster youth with disabilities, a group of students with disabilities who have often been neglected by researchers and policy makers. We begin by discussing transition outcomes for youth with disabilities, highlighting the progress that has been achieved in recent years, and noting that much of this progress is related to the effective transition planning practice of promoting self-determination. We then examine the challenging context children in foster care typically face as they move into adulthood, drawing attention to the neglect of policy and practices designed to promote self-determination for foster youth with disabilities. To do this, we describe 4 recent studies by our research group that involve this vulnerable population and stress key elements of self-determination that seem to be lacking in the context in which these youth function. We end by emphasizing the need to continue focusing on this at-risk group of young people, as well as on transition supports that promote their self-determination.  相似文献   

Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability     

Matthew K. Burns  Andrea M. Egan  Amy K. Kunkel  Jennifer McComas  Meredith M. Peterson  Naomi L. Rahn  Jennifer Wilson 《Learning disabilities research & practice》2013,28(2):81-88

Response to Intervention (RtI) is being implemented as a new initiative in PK‐12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.  相似文献   

The Indispensable Academic Librarian: Teaching and Collaborating For Change     

Jennifer A. DeVito 《Public Services Quarterly》2013,9(4):355-356

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