Using Google Apps Through the Electronic Resource Life Cycle     

Eric Hartnett  Regina Koury 《资料收集管理》2013,38(1):47-54

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Historical Constitution of Public Radio Stations in Brazil     

Valci Regina Mousquer Zuculoto 《Journal of Radio & Audio Media》2013,20(2):333-346

Educational, state, cultural, and university radio stations have already developed over more than 70 years of history in Brazilian radio broadcasting. Currently, there are hundreds of stations transmitting across the country, from the North to the South. Some of them—that in the 1990s included 100 broadcasting stations and among these, the oldest and nationally referenced—up to this decade operated and were referenced as a component of the educational radio system. Mainly from this period on, most of these stations began to call themselves public. And, especially due to their programming, they have been attempting to define themselves within the profile of public radio stations. The purpose of this article is to uncover the historical construction of this group of radio broadcasting stations, by means of a timeframe, from the advent of the non-commercial segment in the 1930s until today. It reconstructs referential models and presents main threads and features of the programming of these stations throughout these seven decades. In this way, it will also evince how Brazil is constructing its model of public radio.  相似文献   

COLLABORATION FOR EXCELLENCE: ENGAGED SCHOLARSHIP AT COLLIN COUNTY COMMUNITY COLLEGE     

Gary Hodge  Ted Lewis  Kim Kramer  Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690

American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community.  相似文献   

The Internet and health information: differences in pet owners based on age, gender, and education     

LR Kogan  R Schoenfeld-Tacher  AR Viera 《Journal of the Medical Library Association : JMLA》2012,100(3):197-204

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From the contribution to the action approach: White teachers' experiences influencing the development of multicultural science curricula     

Regina L. Suriel  Mary M. Atwater 《科学教学研究杂志》2012,49(10):1271-1295

In this exploratory case study, we sought to understand teacher's integration of multicultural curricula in science curriculum units, and how personal experiences influenced the level of integration in light of Bank's typology of ethnic content integration into school curricula. Five research participants volunteered and were selected so as to be representative of the demographic of pre‐service and in‐service teachers in the southern United States. The aim was to explore teachers' personal experiences with cultural others that either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1271–1295, 2012  相似文献   

University students’ grasp of inflection points     

Pessia Tsamir  Regina Ovodenko 《Educational Studies in Mathematics》2013,83(3):409-427

This paper describes university students’ grasp of inflection points. The participants were asked what inflection points are, to mark inflection points on graphs, to judge the validity of related statements, and to find inflection points by investigating (1) a function, (2) the derivative, and (3) the graph of the derivative. We found four erroneous images of inflection points: (1) f ′ (x)?=?0 as a necessary condition, (2) f ′ (x)?≠?0 as a necessary condition, (3) f ″ (x)?=?0 as a sufficient condition, and (4) the location of “a peak point, where the graph bends” as an inflection point. We use the lenses of Fischbein, Tall, and Vinner and Duval’s frameworks to analyze students’ errors that were rooted in mathematical and in real-life contexts.  相似文献   

A Critical Co-Constructed Autoethnography of a Gendered Cross-Cultural Mentoring Between Two Early Career Latin@ Scholars Working in the Deep South     

Regina L. Suriel  James Martinez  Venus Evans-Winters 《Educational Studies A Journal of the American Educational Studies Association》2018,54(2):165-182

Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing testimonios and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, familismo, personalismo, enabling effective cross-cultural mentorship.  相似文献   

Motivation and metacognition when learning a complex system     

Regina Vollmeyer  Falko Rheinberg 《European Journal of Psychology of Education - EJPE》1999,14(4):541-554

Our cognitive-motivational process model (Vollmeyer & Rheinberg, 1998) assumes that motivational factors (i.e., mastery confidence, incompetence fear, interest, and challenge) affect performance via mediators. Previous studies (Vollmeyer, Rollett, & Rheinberg, 1997) found that strategy systematicity and motivational state during learning mediate the impact of initial motivation on the learning of a complex system. Potential mediators could be other cognitive (e.g., hypothesis testing) and metacognitive aspects, in that more motivated learners (high mastery confidence, low incompetence fear, high interest) analyse more deeply. Verbal protocols from 44 students who learnt to control a complex dynamic system were collected. We measured their initial motivation (on the four factors specified), then during learning we assessed their strategy systematicity and motivational state. Additionally, we analysed the verbal protocols to obtain indicators of learners’ cognitive and metacognitive processes. Performance measures were levels of knowledge acquisition and application. The cognitive-motivational process model was replicated. Qualitative cognitive aspects were added as mediators, however, the results for metacognition were problematic, partly because participants gave relatively few clearly expressed metacognitive statements.  相似文献   

Quality and equity in early childhood care in Peru     

Regina Moromizato Izu 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):185-199

The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The study concludes with a reference to the importance of monitoring quality and equity in early childhood care.  相似文献   

The paradox of trust in online collaborative groups   总被引：1，自引：1，他引：0  

Regina O. Smith 《Distance Education》2008,29(3):325-340

Open and sustained discussions in heterogeneous collaborative online groups should provide opportunities for adults to reshape their thinking, deeply understand the subject content, and have their voices heard and respected. These opportunities turn on trust. The ability to trust thoughts that are different from their own is influenced by the learners’ ability to be open about their beliefs and to develop healthy self–other relationships within their small groups. These issues are examined through a qualitative phenomenographic perspective of the stories of the students enrolled in two online adult learning classes utilizing a problem‐based and collaborative pedagogy. The findings indicate that group members import trust issues into the group, which then become issues for the group‐as‐a‐whole. To resolve these issues, the groups engage in several evading behaviors to avoid the types of discussion necessary to fully deal with the difference and resolve the trust issues.  相似文献