A Neurotic Extrovert Who is Open to New Experiences? Understanding How Personality Traits May Impact the Commenting Behaviors of Online News Readers     

Renee Barnes  Dough Mahar  Ides Wong  Karina Rune 《广播与电子媒介杂志》2017,61(3):557-573

This article develops a theoretical context for the influence of personality traits on commenting behaviors on online news Web sites. Drawing on the literature of personality, and online behaviors, we examine how personality traits may influence which individuals make contributions on news Web sites. Additionally the article focuses on how the commenting “landscape,” in particular moderation policies and user interfaces, may impact those who contribute.  相似文献   

A Comprehensive Model for Addressing Severe and Persistent Mental Illness on Campuses: The New Diversity Initiative     

James Michael Nolan  Stephanie J. W. Ford  Victoria E. Kress  Renee I. Anderson  Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179

In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided.  相似文献   

获得研究生教育有哪几种方式?     

Renee 《中国大学生就业》2002,(7):8-9

是否一定要参加全国硕士研究生入学统一考试(即我们通常所说的考研)才能接受研究生教育?实际也不是这样,让我们把眼光放宽一些,看看还有别的哪些途径.  相似文献   

Will you Play with Me? Improving Social Skills for Children with Asperger Syndrome     

Renee Muller 《International Journal of Disability, Development & Education》2010,57(3):331-334

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A Model for Studying the Effects of Social Policy on Education     

Renee J. Martin 《Equity & Excellence in Education》2013,46(2-4):53-56

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Studying the Use of Peer Learning in the Introductory Computer Science Curriculum     

Craig E. Wills  Dorothy Deremer  Renee A. McCauley  Linda Null 《Computer Science Education》2013,23(2):71-88

This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum.  相似文献   

To Haydn,on Hearing the “Creation”     

Helen G. Jefferson 《The Educational forum》2013,77(2)

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Dolphins     

Helen G. Jefferson 《The Educational forum》2013,77(1)

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COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD     

Hilary Denune  Renee Hawkins  Lauren Donovan  Dacia Mccoy  Lyndsie Hall  Anthony Moeder 《Psychology in the schools》2015,52(6):562-577

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.  相似文献   

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities     

Christen Knowles  Anne Harris  Renee Van Norman 《Early Childhood Education Journal》2017,45(3):393-401

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning difficulties, created a unique parent program titled Family Fun Night. This six-session series was developed with a strengths-based, collaborative framework and was connected to the Program-wide Positive Behavioral Interventions and Supports implementation in the preschool. The following paper discusses the development, facilitation, implementation, logistics, and assessment of the Family Fun Night series. Barriers to implementation are also discussed.  相似文献