Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model     

Thomas W. Farmer  Jill V. Hamm  Kathleen L. Lane  David Lee  Kevin S. Sutherland  Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model.  相似文献   

The medline UK filter: development and validation of a geographic search filter to retrieve research about the UK from OVID medline          下载免费PDF全文

Lynda Ayiku  Paul Levay  Tom Hudson  Jenny Craven  Elizabeth Barrett  Amy Finnegan  Rachel Adams 《Health information and libraries journal》2017,34(3):200-216

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The Indirect Association Between Television Exposure and Self-Protective Behavior as a Result of Worry About Crime: The Moderating Role of Gender     

Kathleen Custers  Elizabeth Dorrance Hall  Staci Bushnell Smith  Jenna McNallie 《Mass Communication and Society》2017,20(5):637-662

Persistent fear of crime can have serious consequences for one’s social behavior. Previous research has shown that people who fear crime are more likely to engage in self-protective behavior. Although a substantial amount of research has examined the relationship between television exposure and fear of crime, research on the association between television exposure and self-protective behavior is scarce. Based on cultivation theory and the mediated fear model, the current study aimed to examine whether news and crime drama television viewing are indirectly related to self-protective behavior via fear of crime. Structural equation modeling of data from 392 undergraduate students showed that news viewing and crime drama viewing is indirectly associated with self-protective behavior. The current study provided evidence for the importance of accounting for gender when investigating the complex issue of media effects on fear of crime and self-protective behavior.  相似文献   

Developing Teaching Best Practice—Pedagogy,Preferences, and Professional Development     

Jenny Hall 《International Information and Library Review》2017,49(1):59-64

This column examines advances in public services internal and external to libraries. The focus is on how public services, such as instruction and education, programming, research consulting, and circulation evolve and impact users. The strength of the column is its broad, international focus and contributors are encouraged to explore issues and recent advances in public services relevant to their geographical region, as well as the larger, global audience. Interested authors are invited to submit proposals and articles to the column editor at andrea.falcone@ucdenver.edu  相似文献   

Open access megajournals: The publisher perspective (Part 1: Motivations)          下载免费PDF全文

Simon Wakeling  Valérie Spezi  Jenny Fry  Claire Creaser  Stephen Pinfield  Peter Willett 《Learned Publishing》2017,30(4):301-311

This paper is the first of two Learned Publishing articles in which we report the results of a series of interviews with senior publishers and editors exploring open access megajournals (OAMJs). Megajournals (of which PLoS One is the best known example) represent a relatively new approach to scholarly communication and can be characterized as large, broad‐scope, open access journals that take an innovative approach to peer review, basing acceptance decisions solely on the technical or scientific soundness of the article. This model is often said to support the broader goals of the open science movement. Based on in‐depth interviews with 31 publishers and editors representing 16 different organizations (10 of which publish a megajournal), this paper reports how the term ‘megajournal’ is understood and publishers’ rationale and motivations for launching (or not launching) an OAMJ. We find that while there is general agreement on the common characteristics of megajournals, there is not yet a consensus on their relative importance. We also find seven motivating factors that were said to drive the launch of an OAMJ and link each of these factors to potential societal and business benefits. These results suggest that the often polarized debate surrounding OAMJs is a consequence of the extent to which observers perceive publishers to be motivated by these societal or business benefits.  相似文献   

文化遗产旅游吸引物的意境空间研究——为文化遗产旅游者创造适宜的旅游环境     

Mark A. Bonn  Mo Dai  Steve Hayes  Jenny Cave  严伟  张维亚  汤澍  俞世海 《金陵科技学院学报(社会科学版)》2008,22(4)

近来,各种公众媒体的版面充斥着对世界各地著名遗产旅游景点更新改造的报道。文化遗产旅游目的地管理者也承认良好的外部环境在提升旅游者总体满意程度方面发挥着重要作用。阐明了遗产吸引物的自然环境在决定旅游者对景点的态度和未来再次购买意向方面有重要作用．同时影响着他们对亲朋好友的传播意愿。研究表明环境因素在面对顾客塑造永久性的独特品牌形象时可被作为一种差异化工具,并以此创造一种竞争优势。  相似文献   

Transitions to becoming a teacher on an initial teacher education and training programme   总被引：1，自引：0，他引：1  

Carlo Raffo  David Hall 《British Journal of Sociology of Education》2006,27(1):53-66

This article is based on research with a group of one‐year Postgraduate Certificate in Education secondary trainee teachers during their initial teacher education and training in England. It considers tensions between trainees’ prior experiences and conceptions of teaching and their training programme. In doing so, it seeks to examine how a trainee’s dispositions as revealed through practice in various contexts are reflective of Bourdieu’s ‘habitus’. Associated with this, the paper also examines how particular forms of pre‐existing cultural capital and manifestations of biographical identity also pre‐dispose trainees to form affinities and disaffinities within particular fields. Lacanian concepts of the symbolic, imaginary and real are used to help explain how trainee teachers articulate resonance and dissonance during their field experiences, particularly in relation to ontological concerns of securing a professional stable sense of self.  相似文献   

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis     

Colby Hall  Garrett J. Roberts  Eunsoo Cho  Lisa V. McCulley  Megan Carroll  Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.  相似文献   

Potentiation of responding on a VR schedule by a stimulus correlated with reinforcement: Effects of diffuse and localized signals     

Phil Reed  Todd R. Schachtman  Geoffrey Hall 《Learning & behavior》1988,16(1):75-82

In Experiment 1, rats were trained to leverpress on a variable ratio (VR) 30 schedule with a 500-msec delay between the reinforced response and food delivery. Subjects that experienced a signal during the delay responded faster than did control subjects that received the stimulus un-correlated with reinforcement. Higher response rates were obtained when the stimulus used to signal reinforcement was auditory rather than visual. Experiments 2 and 3 compared the effects of signaling reinforcement with either a localized or a diffuse light on responding maintained by VR schedules of reinforcement. Elevated response rates were observed with the diffuse stimulus, but the localized stimulus failed to produce such potentiation. Experiment 3 also examined the conditioned reinforcing power of localized and diffuse visual stimuli. These results are discussed with reference to (1) theories of selective association and sign tracking and (2) their implications for current theories of signaling reinforcement.  相似文献   

Individual differences in children's ability to profit from picture adjunct aids     

Donald M. Hall  Jan N. Hughes 《Contemporary educational psychology》1984,9(4):353-368

A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids.  相似文献