Connotea     

Melissa L. Rethlefsen 《Journal of the Medical Library Association》2008,96(2):175-176

  相似文献   

Imposed-inquiry Information-seeking Self-efficacy and Performance of College Students: A Review of the Literature     

Melissa Clark 《The Journal of Academic Librarianship》2017,43(5):417-422

Information literacy is a constellation of skills related to information use, one of which is information seeking. Proficiency in information seeking alone is not sufficient, though, because having the procedural knowledge necessary to complete a task is irrelevant without the confidence to act on that knowledge. Despite its importance, researchers have only begun investigating information-seeking self-efficacy in the last few decades, and multiple studies have demonstrated the importance of information literacy instruction in developing self-efficacy. How and why self-efficacy changes are key questions in this line of research, and both require a reliable and valid method of measuring self-efficacy, as well as an objective, quantitative measure of performance. Multiple researchers have addressed this issue in their research, often in relationship with another topic, including the efficacy of different pedagogical approaches, the relationship between self-efficacy and performance, human-computer interaction with search systems, and the interrelationships between self-efficacy and multiple other variables. Although progress has been made, a great deal of research is required to properly understand the relationship between self-efficacy and performance, and the complex interrelationships with other factors, which would allow for the development of better information literacy instruction.  相似文献   

Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students     

Rose L. Turner  Andrea M. Ketchum  Melissa A. Ratajeski  Charles B. Wessel 《Medical reference services quarterly》2017,36(3):292-298

This column describes the development of a one-shot PubMed instruction class for medical students at a health sciences library. Background information on the objective is presented and discussed in the context of educational practice literature. The new course design centers on a guided group method of instruction in order to integrate more active learning. Surveyed students reported that the method was an effective way to learn how to search PubMed and that they preferred it to a traditional lecture. Pros and cons of the method are offered for other health sciences libraries interested in presenting PubMed instruction in a similar manner.  相似文献   

Effectiveness of a News Media Literacy Advertisement in Partisan Versus Nonpartisan Online Media Contexts     

Melissa Tully  Emily K. Vraga 《广播与电子媒介杂志》2017,61(1):144-162

Moving media literacy messages out of the classroom and onto the Internet, where much news consumption happens, offers an opportunity to extend media literacy education to a wider public. However, in doing so it becomes important to consider how the context in which such messages are seen conditions their impact on media literacy attitudes and knowledge. The results of an experimental test suggest that a media literacy public service announcement was more effective in reinforcing media literacy beliefs when paired with a partisan, rather than a neutral, political program. The effects of presenting media literacy messages outside of the classroom are discussed.  相似文献   

Quality early childhood education in Costa Rica? Policy,practice, outcomes and challenges     

Andrea Rolla San Francisco Corresponding author  Melissa Arias  Renata Villers 《Early Years: An International Journal of Research and Development》2005,25(2):113-127

High‐quality early childhood education has been shown to improve school outcomes in several developing and developed nations. The history of policy around pre‐school education in Costa Rica is described as background to presenting cross‐sectional data on the emergent literacy skills of low‐income Costa Rican children in kindergarten, 1st and 2nd grade from six schools (n?=?335). These data suggest that Costa Rican children show rather limited emergent literacy knowledge at the end of kindergarten. In addition, instruction in nine kindergarten classrooms is described and evaluated in order to provide vignettes of educational practice. The need for developmentally appropriate practice around emergent literacy skills and articulation with 1st grade is discussed and appropriate professional development is called for.  相似文献   

Erratum to: Urban High School Student Engagement through CincySTEM iTEST Projects     

Beckett  Gulbahar H.  Hemmings  Annette  Maltbie  Catherine  Wright  Kathy  Sherman  Melissa  Sersion  Brian 《Journal of Science Education and Technology》2016,25(6):1008-1008

Journal of Science Education and Technology -  相似文献   

Expanding the Nomological Network of Work Avoidance: Antecedents and Consequences Across Contexts     

Carolyn M. Jagacinski  Shamala Kumar  Melissa G. Keith 《Journal of Experimental Education》2020,88(2):221-244

Abstract

Work avoidance, or the goal to reduce effort in an achievement context, is related to disengagement and may offer insight into disengaged students and employees. To shed light on this issue, we investigated the antecedents of work avoidance in academic and work contexts to distinguish it from mastery, performance-approach, and performance-avoidance goals. Two samples of employed college students (N?=?207, N?=?233) completed questionnaires about their jobs and in one sample about their introductory psychology class. Across both contexts, proposed antecedents of alienation, low need for achievement, and perceiving one’s competence needs as not being met predicted work avoidance. Work avoidance also accounted for additional variance when combined with achievement goals to predict citizenship behaviors, perceiving work/classwork as meaningless and wanting to leave/quit.  相似文献   

An interprofessional education initiative between psychology and dentistry: an exploration of students’ perceptions of confidence     

Melissa Oxlad  Deborah Turnbull  Vicki Skinner  Dimitra Lekkas 《高等教育研究与发展》2020,39(6):1217-1231

ABSTRACT

Part of preparing future health professionals for multidisciplinary work environments involves interprofessional education (IPE). We explore students’ perceptions of confidence during IPE and how this impacts their ability to contribute to interprofessional learning. The written reflections of 115 undergraduate Psychology (n?=?58) and Dentistry (n?=?57) students aged 19–47 years (median?=?22 years) who participated in two sessions of IPE utilising motivational interviewing to encourage health behaviour change were analysed. Six themes were identified: Concerns about Confidence Resulted in Additional Prior Preparation, Lack of Confidence as an Impediment to Contribution, An Increase in Confidence as a Result of Doing, Recognising the Value of Confidence, Confidence as an Area for Further Development, and Confidence from the Outset. The importance of confidence in impacting students’ ability to actively contribute in IPE should not be underestimated. Educators should seek to maximise student confidence and to create a safe learning environment where further confidence can be built. Further research is needed to determine factors that may boost confidence including the optimal time to incorporate IPE in degree programmes, the best format in which to deliver IPE, and how much IPE to deliver.  相似文献   

Comparison of phonic analysis and whole word‐reading on first graders' cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency     

Melissa Schmidgall  Laurice M. Joseph 《Psychology in the schools》2007,44(4):319-332

This study compared the instructional effectiveness and efficiency of three word‐reading interventions on cumulative number of words read accurately and cumulative learning rate. Participants were six first graders who needed intensive intervention services. Alternating treatment designs were used to compare the effects of interspersal drill, a phonic analysis method consisting of word boxes (WB), and traditional drill and practice procedure on word‐reading performance. The current study extended this line of inquiry by including a phonic analysis condition and a measure of generalization. Results revealed that four students' cumulative word‐reading performances were greater under the phonic analysis condition. However, all students' cumulative rate of reading words was greater under the traditional drill and practice condition. As a group, there were no significant differences across conditions on maintaining and generalizing words. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 319–332, 2007.  相似文献   

Prenatal hormones and postnatal socialization by parents as determinants of male-typical toy play in girls with congenital adrenal hyperplasia     

Pasterski VL  Geffner ME  Brain C  Hindmarsh P  Brook C  Hines M 《Child development》2005,76(1):264-278

Toy choices of 3- to 10-year-old children with congenital adrenal hyperplasia (CAH) and of their unaffected siblings were assessed. Also assessed was parental encouragement of sex-typed toy play. Girls with CAH displayed more male-typical toy choices than did their unaffected sisters, whereas boys with and without CAH did not differ. Mothers and fathers encouraged sex-typical toy play in children with and without CAH. However, girls with CAH received more positive feedback for play with girls' toys than did unaffected girls. Data show that increased male-typical toy play by girls with CAH cannot be explained by parental encouragement of male-typical toy play. Although parents encourage sex-appropriate behavior, their encouragement appears to be insufficient to override the interest of girls with CAH in cross-sexed toys.  相似文献