Adventures in Licensing! How Librarians are Embracing and Affecting Change in Electronic Resources Licensing     

Lori Duggan  Christina Geuther  Corey Halaychik 《期刊图书馆员》2017,72(1-4):118-121

ABSTRACT

This article describes a program session about licensing electronic resources. The speakers discussed a range of licenses in the current electronic resources landscape and described current trends in the negotiation and management of licenses. They also explored the impact of workflow design on the accessibility of electronic resources at any institution.  相似文献   

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation     

Henderson  J. Bryan  Zillmer  Nicole  Holton  April  Weiner  Steven  Greenwald  Eric  Goss  Megan  Lopez  M. Lisette  Morales  Christina  Pearson  P. David  McNeill  Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...  相似文献   

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms     

Su‐Chi Fang  Christina Hart  David Clarke 《科学教学研究杂志》2016,53(2):181-214

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Using the S-STEM Survey to Evaluate a Middle School Robotics Learning Environment: Validity Evidence in a Different Context     

Luo  Wenjing  Wei  Hsin-Ro  Ritzhaupt  Albert D.  Huggins-Manley  A. Corinne  Gardner-McCune  Christina 《Journal of Science Education and Technology》2019,28(4):429-443

Journal of Science Education and Technology - Numerous studies have been undertaken to design, develop, and provide validity evidence for using instruments to measure students’ attitudes...  相似文献   

Training reading and phoneme awareness skills in children with Down syndrome     

Kristina Goetz  Charles Hulme  Sophie Brigstocke  Julia M. Carroll  Louise Nasir  M. Snowling 《Reading and writing》2008,21(4):395-412

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support assistants, who received special training for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based reading intervention.  相似文献   

Vulnerability to Bullying: Teacher-reported conduct and emotional problems,hyperactivity, peer relationship difficulties,and prosocial behaviour in primary school children     

Helen R. Johnson  Margaret J. J. Thompson  Suzanne Wilkinson  Louise Walsh  Jonathon Balding  Victoria Wright 《教育心理学》2002,22(5):553-556

Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied.  相似文献   

Peers'' Perceptions of the Consequences That Victimized Children Provide Aggressors   总被引：7，自引：0，他引：7  

David C. Perry  Jean C. Williard  Louise C. Perry 《Child development》1990,61(5):1310-1325

Fourth- through seventh-grade children (mean age 11.5 years) estimated the likelihood that various consequences would occur following hypothetical acts of aggression toward victimized and nonvictimized classmates. Children also indicated how much they would care if the consequences were to occur. When contemplating aggression toward victimized classmates, children were more likely to expect tangible rewards, more likely to expect signs of victim suffering, and less likely to expect retaliation than when considering aggression against nonvictimized classmates. Also, when considering aggression toward victimized classmates, children cared more about securing tangible rewards but were less disturbed by the thought of hurting their victims or by the thought of their victims retaliating than when imagining aggression toward nonvictimized classmates. The foregoing pattern was stronger for boys than for girls. Implications for theories of aggression and for intervention with aggressive and victimized children are discussed.  相似文献   

The effect of worked examples on student learning and error anticipation in algebra     

Barbieri  Christina Areizaga  Booth  Julie L.  Begolli  Kreshnik N.  McCann  Nicholas 《Instructional Science》2021,49(4):419-439

Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students...  相似文献   

Tales from three countries: reflections during COVID-19 for mathematical education in the future     

Krause  Christina M.  Di Martino  Pietro  Moschkovich  Judit N. 《Educational Studies in Mathematics》2021,108(1-2):87-104

How can school mathematics prepare citizens for a democratic society? Answers to this question are not static; they change as society and its problems change. The SARS-CoV-2 pandemic with its corresponding disease COVID-19 presents such a problem: what is needed to navigate this complex situation that involves, among other things, mathematics? Using the essay genre, we use three narratives from three countries—Italy, the USA (California), and Germany—to reflect on the goals of teaching mathematics during this crisis and examine aspects of each country’s standards for mathematics education. These three stories are framed by the authors’ backgrounds, experiences, interests, their country’s situation, and response to the pandemic. We first present the three narratives and then examine common issues across them that might provide insights beyond this current crisis, for preparing students to become active citizens. In particular, we focus on three issues: (1) developing a positive mindset toward mathematics to engage with and reflect on real-world problems, (2) improving interdisciplinary connections to the sciences to better understand how science professional practices and insights are similar or different from everyday practices, and (3) considering interpersonal and collective matters beyond the individual.

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Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices     

Wilmes  Sara E. D.  Siry  Christina 《Research in Science Education》2021,51(1):71-91

Research in Science Education - Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the...  相似文献