Curriculum, technology, and education reform (CETER) online:     

Sandra R. Levin  James A. Levin  James G. Buell  Gregory L. Waddoups 《TechTrends》2002,46(3):30-38

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Implementing Augmented Reality in Academic Libraries   总被引：1，自引：0，他引：1  

Sandra Avila 《Public Services Quarterly》2017,13(3):190-199

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Preschoolers' use of form class cues to learn descriptive proper names     

Hall DG  Waxman SR  Brédart S  Nicolay AC 《Child development》2003,74(5):1547-1560

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Collaborate and Innovate: The Impact of Academic Librarians on the Commercialization of University Technology     

Cynthia Elliott  Jason Dewland  Jennifer R. Martin  Sandra Kramer  John J. Jackson Sr. 《图书馆管理杂志》2017,57(1):36-48

The University of Arizona Library, in collaboration with the campus commercialization unit, created a partnership that contributes to the early development of inventions in the commercialization pipeline. The library-commercialization business-intelligence workgroup was incorporated into the overall campus commercialization business-development workflow in 2014 and is comprised of librarians and commercialization professionals working together to provide insight and decision support for development of commercialization strategies for inventions emerging from university research that aligns with market drivers. These efforts are recognized by university leadership as critical to the strategic plan of the university. This article discusses the impact of the workgroup and how the group of librarians contributed to the development of new companies, new licenses, and financial impact of economic development at a large land-grant university and larger community.  相似文献   

EDITORIAL     

Alven M. Neiman Associate Editor 《Religious education (Chicago, Ill.)》2013,108(4):357-358

This study presents a constructivistic viewpoint of the ranked order of ideal high school student traits as perceived by state religious teachers in Israel, and an explanation of their preferences based on the teachers profile.  相似文献   

Play and Creativity: Developmental issues     

Sandra W. Russ 《Scandinavian Journal of Educational Research》2013,57(3):291-303

Play and creativity have been linked in numerous ways. Theoretically, pretend play fosters the development of cognitive and affective processes that are important in the creative act. Russ's (1993) model of affect and creativity identified the major cognitive and affective processes involved in creativity and the relations among them, based on the research literature. Central to both play and creativity is divergent thinking. Both cognitive and affective processes in play have been related to divergent thinking in children. In a longitudinal study, quality of fantasy and imagination in play predicted divergent thinking over time. Divergent thinking itself was relatively stable over time. An important question is whether play can facilitate creativity. Play has been found to facilitate insight ability and divergent thinking. Studies have also shown that children can be taught to improve their play skills. Future research studies should: (i) investigate specific mechanisms that account for the relationship between play and creativity; (ii) develop play intervention techniques that improve play skills; and (iii) carry out longitudinal studies with large enough samples to enable the application of statistical procedures such as path analysis.  相似文献   

VIII. NIH TOOLBOX COGNITION BATTERY (CB): COMPOSITE SCORES OF CRYSTALLIZED,FLUID, AND OVERALL COGNITION     

Natacha Akshoomoff  Jennifer L. Beaumont  Patricia J. Bauer  Sureyya S. Dikmen  Richard C. Gershon  Dan Mungas  Jerry Slotkin  David Tulsky  Sandra Weintraub  Philip David Zelazo  Robert K. Heaton 《Monographs of the Society for Research in Child Development》2013,78(4):119-132

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Adverse childhood experiences,health perception,and the role of shared familial factors in adult twins     

Sheeva M. Mostoufi  Eric Strachan  Laura Chopko  Annemarie Succop  Beatrice Martinez  Sandra M. Ahumada  Niloofar Afari 《Child abuse & neglect》2013

To examine the relationship between adverse childhood experiences (ACE) and health perception in adulthood, and to explore the contribution of shared familial factors to these associations. Data were collected from 180 female twins (90 pairs) from the community-based University of Washington Twin Registry. Participants completed questionnaires including the modified ACE Questionnaire, Traumatic Life Events Questionnaire, McGill Pain Questionnaire-Short Form, and the SF-36. Mixed effects linear regression modeling investigated the effects of ACE on indices of health perception controlling for correlated twin data. Additional models examined the associations while controlling for the experience of physical and/or sexual abuse in childhood; within-twin pair models that inherently adjust for familial factors explored shared familial influences. After controlling for relevant demographic variables, more ACE was associated with worse perceptions of general health (p = .01) and vitality (p = .05) on the SF-36. After controlling for childhood physical and/or sexual abuse, the relationship between ACE and general health remained significant (p = .01) while vitality was no longer significant. None of the associations remained significant after accounting for the influence of familial factors. These results support previous findings on the negative link between ACE and perceived health in adulthood. The detrimental effects of ACE on vitality may be accounted for by the experience of childhood physical and/or sexual abuse. Shared familial factors might play a partial role in the relationship between ACE and health perception. Future research should further investigate the genetic and environmental mechanisms that may explain this relationship.  相似文献   

The underachievement of girls in physics: Towards explanations     

Sandra Johnson  Patricia Murphy 《International Journal of Science Education》2013,35(4):399-409

The recently initiated debate on the relationship between science and health education is discussed. The notions of ‘everyday’, ‘scientific’ and ‘applied’ knowledge are explored through interview material gathered from a sample of 15‐year old pupils. The topic of the interviews was the common cold. The pupils’ levels of biological knowledge, their mode of applying it, and the frameworks of their thinking about infection and related issues were investigated. It is argued that no simple ‘translation’ of scientific to health knowledge is possible. Some of the complexities of the relationship are explored. In particular, the implications of non‐scientific ('lay’ or ‘traditional') knowledge are taken up and it is suggested that scientific knowledge may face considerable obstacles in displacing these.

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Representing learning designs – making design explicit and shareable     

Gráinne Conole  Sandra Wills 《Educational Media International》2013,50(1):24-38

Most teachers’ design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers’ design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems Committee (JISC)-funded OULDI project, the European Union (EU)-funded Design Practice project and the Hewlett-funded OLnet project. It will also report on their use in a number of workshops being undertaken at Leicester University, UK and Wollongong University, Australia.  相似文献