RDA and Serials: Transitioning to RDA Within a MARC 21 Framework     

Les Hawkins  Hien Nguyen  Linda Smith Griffin 《期刊图书馆员》2014,66(1-4):7-19

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Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review     

Adrian Kirkwood  Linda Price 《Learning, Media and Technology》2014,39(1):6-36

The term technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived.  相似文献   

The development of place value concepts: Approximation before principles     

Kelly S. Mix  Corinne A. Bower  Gregory R. Hancock  Lei Yuan  Linda B. Smith 《Child development》2022,93(3):778-793

Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; M_age = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate tasks that could be completed without this explicit understanding. Approximate performance was significantly better in both age groups. A factor analysis confirmed that syntactic and approximate tasks tapped separate latent variables in kindergarten, but not in first grade. Path analyses indicated that only kindergarten approximate performance predicted overall first-grade place value understanding. These findings suggest that explicit understanding of base-10 principles develops from implicit, partial knowledge of multidigit numbers.  相似文献   

Developmental trajectories of sensory patterns from infancy to school age in a community sample and associations with autistic traits     

Yun-Ju Chen  John Sideris  Linda R. Watson  Elizabeth R. Crais  Grace T. Baranek 《Child development》2022,93(4):e446-e459

This prospective study examined the latent growth trajectories of sensory patterns among a North Carolina birth cohort (N = 1517; 49% boys, 87% White) across infancy (6–19 months), preschool (3–4 years), and school years (6–7 years). Change rates of sensory hyper- and hyporesponsiveness better differentiated children with an autism diagnosis or elevated autistic traits from those with other developmental conditions, including non-autistic children with sensory differences. More sensory hyper- and hyporesponsiveness at infancy followed by steeper increases differentially predicted more autistic traits at school age. Further, children of parents with higher education tended to show stable or improving trajectories. These findings highlight the importance of tracking sensory patterns from infancy for facilitating early identification of associated challenges and tailored support for families.  相似文献   

Gender-Sexuality Alliance meeting experiences predict weekly variation in hope among LGBTQ+ youth     

V. Paul Poteat  Jerel P. Calzo  S. Henry Sherwood  Robert A. Marx  Michael D. O'Brien  Anya Dangora  Linda Salgin  Arthur Lipkin 《Child development》2023,94(4):e215-e230

Hope is considered a marker of resilience among youth facing oppression, including LGBTQ+ youth. This 8-week weekly diary study among 94 LGBTQ+ youth (ages 14–19; M_age = 15.91, 46% youth of color, 44% transgender or nonbinary) in 2021 considered whether a youth's meeting-to-meeting experiences in Gender-Sexuality Alliances (GSAs; LGBTQ+ affirming school clubs) predicted subsequent hope from week to week. Youth reported greater hope on days following meetings where they felt more group support, greater advisor responsiveness, and had taken on more leadership responsibilities. Group support and advisor responsiveness were stronger predictors of a youth's hope on days closer to GSA meetings; leadership's effect was stronger when more days had elapsed. Findings suggest how GSAs may cultivate hope among LGBTQ+ youth.  相似文献   

Unlocking education through relationship building: Identity and agency in English educational institutions during Covid-19     

Linda Walz  Charlotte Haines Lyon  Graham Bright  Joan Walton  Kalen Reid 《British Educational Research Journal》2023,49(4):711-730

This paper reports on a longitudinal study in the North of England with 13 educators in schools, colleges and universities during two lockdowns. The project was designed to ‘unlock’ education by providing spaces to co-create new ways of thinking about education in light of the Covid-19 pandemic. Focus groups were conducted with school and college teachers as well as university staff at the end of the first and second English lockdowns, in summer 2020 and spring 2021. An initial analysis identified issues with expectations and communication between educators and executive management as well as a lack of agency of educators, and how participants framed them as impacting on their identity as educators. Therefore, the framework of tactics of intersubjectivity was adopted to explore how educators discursively positioned themselves and others through constructions of similarity and difference, realness and power, and how their professional identities were affected by the experience of working through the pandemic and by those around them. Whilst educators took opportunities to authenticate their identity and reimagine education, their agency was undermined by top-down governing involving little successful communication, leading to denaturalising and illegitimising experiences for educators. Executive management were perceived as lacking engagement with staff and understanding of the implications of their decisions on them. The findings call for relationship building and recognition of educators' voice.  相似文献   

You've Come a Long Way,Baby: Women,Politics, and Popular Culture by Lilly J. Goren,Editor     

Linda S. Coleman 《Journal of American culture (Malden, Mass. : 2003)》2009,32(4):364-365

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When Your Students Become the Mentors     

Linda Bartrom-Olsen 《TechTrends》2011,55(1):17-17

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Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Context by Jennifer O'Connor Duffy     

Linda Eisenmann 《History of education quarterly》2009,49(3):382-385

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II. VISUAL HABITUATION STUDIES: INFANTS' RESPONSES TO TYPICAL AND SCRAMBLED BODY PICTURES     

Virginia Slaughter  Michelle Heron  Linda Jenkins  Elizabeth Tilse 《Monographs of the Society for Research in Child Development》2004,69(2):24-57

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