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11.
Interchange - Learning standards have become a prominent feature for schools and school systems worldwide. Our paper describes the development of recent English teaching standards in California,... 相似文献
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While many libraries are making use of digital components in reading programs, there is little research examining the the perceived value of those components by consumers. Children and their parents value the Dare to Explore (DtE) summer reading programme at Auckland Libraries, New Zealand, as a whole but the perceived value of the digital components was not evident. There was either insufficient valued content or participants were not fully aware of what was available via the digital components to be appreciative of its value. Data were collected through interviews with 6 families (6 parents and 10 children), who participated in the DtE 2016/17 programme. The Sheth-Newman-Gross theory of consumption values was applied to frame the inquiries of this study. The findings offer valuable insights for libraries interested in incorporating digital components into existing or future programming. They may also provide useful observations relevant to adult and teen programming. 相似文献
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Manus Rungtusanatham Lisa M. Ellram Sue P. Siferd Steven Salik 《Decision Sciences Journal of Innovative Education》2004,2(2):101-120
Many diverse forces are motivating institutions of higher education, particularly business schools, to develop and deliver education via the Internet. As higher education institutions explore this opportunity, the question of how courses and degree programs should be designed for effective online delivery via the Internet is a nontrivial concern and challenge. To address this concern and challenge, this paper articulates, defines, and justifies a typology consisting of four types of online distance education that can be pursued by institutions of higher education. The four online distance education types—Overview Model, Overview Model with Feedback, Technical‐Skills Model, and Managerial Learning Model—can be differentiated along a number of content‐related, delivery‐related, and learning‐related issues and have applicability at various educational levels. In addition, the paper highlights and discusses five key lessons for institutions to consider in their desire to launch online distance education initiatives. These lessons provide insights not only for launch success but also for the ongoing sustainability of online distance education. 相似文献
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Jolene Michelle Miller 《Journal of the Medical Library Association》2004,92(3):354-363
OBJECTIVES: For librarians developing a credit course for medical students, the process often involves trial and error. This project identified issues surrounding the administration of a credit course, so that librarians nationally can rely more upon shared knowledge of common practices and less upon trial and error. METHODS: A questionnaire was sent to the education services librarian at each medical school listed in the 2000 AAMC Data Book. A second questionnaire was sent to those librarians who did not return the first one. RESULTS: Of the 125 librarians surveyed, 82 returned the questionnaire. Of those 82, only 11 offered a credit course for medical students, though 19 more were in the process of developing one. Data were gathered on the following aspects of course administration: credit course offerings, course listing, information learned to administer the course, costs associated with the course, relationships with other departments on campus, preparation for teaching and grading, and evaluation of the course. CONCLUSIONS: Because of small number of respondents offering a credit course and institutional variations, making generalizations about issues surrounding the administration of a credit course is difficult. The article closes with a list of recommendations for librarians planning to develop a course. 相似文献
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Jolene van der Kaap-Deeder Anne Bülow Joachim Waterschoot Isabel Truyen Loes Keijsers 《Child development》2023,94(6):1659-1671
This experience sampling study examined whether autonomy-supportive and psychologically controlling interactions with parents are intertwined with adolescents' momentary affect. For 7 days (in 2020), 143 adolescents (Mage = 15.82; SDage = 1.75; 64% girls; 95% European, 1% African, 3% unknown) reported 5 or 6 times a day how they felt and how interactions with parents were experienced. Preregistered dynamic structural equation models on 1439 (including 532 adjacent) parent–adolescent interactions revealed significant within-family associations: Adolescents experienced more positive affect during and following autonomy-supportive interactions, and vice versa. Adolescents felt more negative affect during and 3 h before psychologically controlling interactions. Between-family associations showed significant linkages between parenting and affect. These findings show that a moment of autonomy support can alter adolescents' everyday well-being. 相似文献