Behind the scenes: Unpacking student discussion and critical reflection in lectures     

Kristine Ludvigsen  Rune Johan Krumsvik  Jens Breivik 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2478-2494

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Elementary school–wide implementation of a blended learning program for reading intervention     

Jen Elise Prescott  Kristine Bundschuh  Paul Macaruso 《The Journal of educational research》2018,111(4):497-506

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.  相似文献   

Argumentation Skills as Prerequisites for Collaborative Learning among Finnish,French, and English Secondary School Students     

Miika Marttunen  Leena Laurinen  Lia Litosseliti  Kristine Lund 《Educational Research and Evaluation》2013,19(4):365-384

Argumentation skills of secondary school students were evaluated in Finland (n?=?290), France (n?=?54), and England (n?=?41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.  相似文献   

The Russian Book Market in 2006     

Kristine Bushnell 《Slavic & East European Information Resources》2013,14(3):326-335

The authors examine trends in Russian book publishing in 2006, including statistics and subjects covered. Russia has been the guest of honor at several recent international book fairs, a testament to the vibrancy of its publishing culture. Major prizes and anniversaries related to books, journalism, and scholarship are discussed. The article concludes with a consideration of past, present, and future price increases for books and serials—wholesale prices in Russia and Russian Press Service's prices for its library customers.  相似文献   

Difficult Interactions between IRBs and Investigators: Applications and Solutions     

Kristine L. Fitch 《Journal of Applied Communication Research》2013,41(3):269-276

This essay describes efforts by the University of Iowa administration and Human Subjects Office to adapt review procedures and interpret federal regulations in ways that were appropriate to the distinctive methodologies of social science and humanistic research, including applied research. Two moments of significant change in those procedures are described and several recommendations are offered for addressing the difficulties institutional review boards and applied researchers encounter when they interact: ask questions and be prepared to respond to them, in person when necessary; be reasonable and accountable and assume the other side is too; recognize that human subjects protection is complicated and that real risks are posed by procedures sometimes assumed to be risk-free by nature. The importance of an adequately funded, well-trained staff is emphasized as the precursor to all of those measures.  相似文献   

Best New Media (K–12), A Guide to Movies,Subscription Web Sites,and Educational Software and Games     

Kristine Lynn Still Ph.D. 《资料收集管理》2013,38(2):147-148

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UCF Library Express: Assessing a Faculty Delivery Service     

Karli R. Mair  Kristine J. Shrauger 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):41-57

As it becomes increasingly difficult to demonstrate the worth of the library to the academic community, gate counts and usage statistics are no longer enough. Showing the impact the library has on the community requires planning new services with outcome measurement from the start. This article outlines a plan for assessing the impact of a faculty book delivery service at the University of Central Florida's John C. Hitt Library. It includes a review of outcome measurement and other relevant literature, the service goals and outcomes, and a data plan for demonstrating and communicating the outcomes. This article is the third in a series of three articles that together make up an entire project planning and management document that is based on Rhea Rubin's (2006) Outcome Measurement model. The plan in its entirety provides an example of how to apply the Outcome Measurement model in an academic library setting.  相似文献   

Fundamental movement skill performance of preschool children in relation to family context     

Wouter Cools  Kristine De Martelaer  Christiane Samaey  Caroline Andries 《Journal of sports sciences》2013,31(7):649-660

Abstract

Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.  相似文献   

Title: what about my voice? Autistic young girls’ experiences of mainstream school     

Kristine Black-Hawkins 《欧洲特需教育杂志》2013,28(4):499-516

Over the last few decades, developments have taken place at international, national and local levels that have encouraged more inclusive forms of educational provision. However, many practising teachers remain concerned that they lack the knowledge, skills and expertise necessary to support an increasingly diverse range of learners in their classrooms and particularly those identified with special needs and disabilities. One response to this has been a proliferation in the publication of texts specifically aimed at classroom teachers, offering practical advice to address these professional concerns. This paper reports on a two-phased study which examined the scope and variety of such texts and the nature of the guidance therein. Three key aspects were considered: the main contents and concerns of the texts, which learners are, and are not, the intended focus of their guidance, and how the process of developing inclusive practices is portrayed. Whilst the findings from this analysis raise important concerns about the limitations of such texts, they also highlight the challenges, more generally, of improving professional development opportunities for teachers who seek to be more inclusive in their everyday classroom practices.  相似文献   

Portraying Science as Humanism – A Historical Case Study of Cultural Boundary Work from the Dawn of the ‘Atomic Age’     

Kristine Hays Lynning 《Science & Education》2007,16(3-5):479-510

In the late 1950s, when a new curriculum for the Danish upper secondary school was under construction, the reform debates on science were strongly concerned with the scarcity of technologically and scientifically educated labour, and thus relations between science, technology and welfare were stressed. Simultaneously however, the relationship between science and humanism was likewise emphasised and discussed. It is this latter issue that is the subject of analysis here. I argue that describing science as a form of humanism served a number of different purposes both within and without a narrow school context. It was far from clear what the practical consequences of this rhetorical figure was to be, although some attempts were made within the new curriculum plan to break down the boundaries between the sciences and the humanities. However, picturing science as humanism also served legitimising functions both with regards to the new science curriculum and with regards to a general political program of progress and welfare through support of science and education. Thus, the curriculum debates on science education were part of a much broader cultural and political debate in which the image of science was negotiated and transformed. Such curriculum debates can, I argue, be understood as cultural boundary work in Thomas Gieryn’s sense.  相似文献