Large-scale learning disability identification: the reprieve of a concept     

L R Wilson 《Exceptional children》1985,52(1):44-51

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E-learning in the 21st century – By D R Garrison & Terry Anderson     

Sanjaya Mishra  PhD   《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):755-757

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Deep Dive into KBART     

Marlene van Ballegooie  Kristen Wilson 《期刊图书馆员》2017,72(1-4):15-25

ABSTRACT

The Deep Dive into KBART preconference workshop provided a comprehensive overview of the National Information Standards Organization Knowledge Bases and Related Tools (KBART) Phase II Recommended Practice (http://www.niso.org/publications/rp/rp-9–2014/). The workshop was divided into four sections. The first provided an overview of the background, purpose, and value of KBART to all members of the information supply chain. The next section focused on the basic guidelines for effective exchange of metadata with knowledgebases, including method of exchange, data format, file naming conventions, and frequency of exchange. The remaining two sections of the workshop addressed the correct use of KBART data fields, first in relation to serials and then to monographs. Through classroom instruction, interactive quizzes, and hands-on exercises, the workshop provided in-depth coverage of all KBART data elements, with special focus on many of the most frequently asked questions about the recommended practice.  相似文献   

Introduction     

Angela Dresselhaus  Lila A. Ohler  Kristen Wilson  Leigh Ann DePope 《期刊图书馆员》2017,72(1-4):1-2

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Exploring the Challenges and Enablers of Implementing a STEM Project-Based Learning Programme in a Diverse Junior Secondary Context     

Wilson  Kimberley 《International Journal of Science and Mathematics Education》2021,19(5):881-897

International Journal of Science and Mathematics Education - In the rush to implement STEM programmes in economically disadvantaged school districts, there is a pressing need to develop a stronger...  相似文献   

Interest,not Preference: Dewey and Reframing the Conceptual Vocabulary of School Choice     

Terri S. Wilson 《Educational theory》2016,66(1-2):147-163

School choice positions parents as consumers who select schools that maximize their preferences. This account has been shaped by rational choice theory. In this essay, Terri Wilson contrasts a rational choice framework of preferences with John Dewey's understanding of interest. To illustrate this contrast, she draws on an example of one parent's school decision‐making process. Dewey's concept of interest offers an alternative conceptual vocabulary attentive to the complex, value‐laden, and evolving process of choosing a school. Her analysis considers how schools might not just appeal to the preexisting preferences of families, but might instead actively shape those interests to democratic ends.  相似文献   

Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education     

Afsaneh Sharif  Ashley Welsh  Jason Myers  Brian Wilson  Judy Chan  Sunah Cho 《International Journal for Academic Development》2019,24(3):260-271

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

Science curriculum development and evaluation in Papua New Guinea—The evolution of a curriculum development model     

Max N. Maddock  Wilson K. Kirina 《Research in Science Education》1974,4(1):23-33

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Child abuse in institutions: the case of day-care centers in Nigeria     

E B Wilson  G C Afamefuna 《Child abuse & neglect》1986,10(1):93-98

The authors examine the day-care center in Nigeria as a potential locus for child abuse and neglect by reanalyzing the data from available studies which were originally designed to assess quality of care in centers and not child abuse or neglect. A slightly modified version of the categories of abuse and neglect, delineated by Giovannoni and Becerra, is employed. Preliminary results suggest that substance abuse, verbal abuse and aspects of physical neglect related to housing and cleanliness of the facility may be the categories where research should be focused. The authors note the lack of normative data with reference to determining abuse and neglect in the Nigerian context.  相似文献   

Inhibition of delay of the two-way avoidance response and warning-signal salience     

Kazimierz ZieliŃski  Tomasz Werka  W. Jeffrey Wilson  Eugeniusz Nikolaev 《Learning & behavior》1995,23(4):438-446

Effects of extended training (nine sessions, 50 trials each) on two-way avoidance response latencies were studied. For each rat, auditory and visual warning signals (CS) were presented on separate trials, either according to a Gellermann series or in 25-trial blocks. Intermittent presentation of the two kinds of trials yielded shorter latencies and higher levels of avoidance performance in response to the noise CS than in response to the darkness CS. Presentation of trials in blocks revealed stronger response-eliciting properties of stimuli presented during the second half of the session than of those presented during the first half. A significant decrease of avoidance performance in the early portions of the delay period, an index of inhibition of delay, was obtained on auditory trials presented in the second half of the sessions. Results indicate that strong fear of the warning signal is required for inhibition of delay of avoidance responses.  相似文献