The South     

Elizabeth Utterback 《The Educational forum》2013,77(2)

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BOOK REVIEWS     

Elizabeth Connor Book Review Editor 《Medical reference services quarterly》2013,32(4):473-485

No abstract available for this article.  相似文献   

Lost Generation? New strategies for youth and education     

Elizabeth Garnett 《International Journal of Lifelong Education》2013,32(2):239-241

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A Review of: “Drug Information: A Guide to Current Resources. 3rd Ed. Snow,Bonnie.”     

Reviewed by Elizabeth Connor 《Medical reference services quarterly》2013,32(2):193-194

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How ethics was specialized away     

Karl D. Stephan 《Academic Questions》2003,16(4):31-40

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Book reviews     

Elizabeth James-Stern  Estelle Jobson  Tim Ryan  Thomas C. Wallace 《Publishing Research Quarterly》2001,17(1):55-60

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The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards     

Elizabeth L. Jaeger  P. David Pearson 《The Educational forum》2017,81(1):92-107

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.  相似文献   

TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY          下载免费PDF全文

Amy L. Accardo  Elizabeth G. Finnegan  Steven P. Gulkus  Clare K. Papay 《Psychology in the schools》2017,54(3):309-323

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.  相似文献   

Urban Regimes,Intermediary Organization Networks,and Research Use: Patterns Across Three School Districts     

Janelle Scott  Elizabeth DeBray  Christopher Lubienski  Priya Goel La Londe  Elise Castillo  Stephen Owens 《Peabody Journal of Education》2017,92(1):16-28

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“You Can Do it Anywhere”: Student and Teacher Perceptions of an Online Sexuality Education Intervention     

Elizabeth Chen  Clare Barrington 《American journal of sexuality education》2017,12(2):105-119

Formal sexuality education in schools is declining in the United States and this is disproportionately affecting adolescents in rural settings. The purpose of this qualitative study was to assess student and teacher perception of sexuality education delivered online as a potential solution to address this gap in access. Nine gender-specific group interviews were conducted with ninth grade students (n = 29) in rural North Carolina to discuss students’ experience with an online sexuality education intervention called MyHealthEd. Interviews were also conducted with three health teachers at pilot schools. Students and teachers identified more benefits to online sexuality education including more student engagement and greater privacy and comfort, than drawbacks, such as too much student autonomy and less interaction with others. Online sexuality education is a promising and preferred method of delivery for sexuality education for students and health teachers, particularly in settings where trained health teachers are not available or less willing to deliver state-mandated content. The MyHealthEd intervention has the potential to increase availability of high quality health education to students across North Carolina, as well as students in other rural or underserved areas.  相似文献