Papers,presentations, projects,and performances: A history day potpourri     

Carole A. Briggs 《Roeper Review》2013,35(2):87-90

Participation in the National History Day program can be especially good for gifted students in grades six through twelve as it provides multiple opportunities for gifted behavior to emerge, can fit a variety of service delivery systems, and emphasizes student involvement with real problems.  相似文献   

Motivational factors for youth recruitment in voluntary interventions: the case of a community sport program     

Catherine Plante  Annie Jaimes  Carole Turbide 《Sport, Education and Society》2016,21(7):1071-1090

Recruitment is known to be a challenge for intervention programs targeting youths, including sports programs. Following the popularity of the Alter-Action program of the Montreal-based organization DesÉquilibres, we wanted to understand the motivations and barriers to youths' recruitment in this voluntary sports community program. A qualitative methodology was favored. We conducted 27 semi-structured interviews (n = 27) with participants, 5 (n = 5) with the partners, and we carried out a focus group with 5 (n = 5) of the organization's service practitioners. We also conducted a participant observation with youth cohorts and during preparatory meetings. Five factors influencing recruitment emerged: (1) socialization/belonging; (2) training/physical aspects; (3) ‘extraordinary’ dimension; (4) practicality of the program; and (5) social influences. Four key elements thus appear important to consider when promoting the recruitment of youths in voluntary community programs: (1) favoring social interactions; (2) insisting on the specific and beneficial elements of the program; (3) allowing youths to experiment a trial period; and (4) including testimonies of former participants in the information session. Further recommendations for psychosocial intervention programs targeting youths are discussed in this article.  相似文献   

A systematic review and meta‐analysis of the effectiveness of information and communication technology (ICT) on the teaching of spelling     

Carole J. Torgerson  Diana Elbourne 《Journal of Research in Reading》2002,25(2):129-143

Recent Government policy in England and Wales on Information and Communication Technology (ICT) in schools is heavily influenced by a series of non‐randomised controlled studies. The evidence from these evaluations is equivocal with respect to the effect of ICT on literacy. In order to ascertain whether there is any effect of ICT on one small area of literacy, spelling, a systematic review of all randomised controlled trials (RCTs) was undertaken. Relevant electronic databases (including BEI, ERIC, Web of Science, PsycINFO, The Cochrane Library) were searched. Seven relevant RCTs were identified and included in the review. When six of the seven studies were pooled in a meta‐analysis there was an effect, not statistically significant, in favour of computer interventions (Effect size = 0.37, 95% confidence interval =–0.02 to 0.77, p = 0.06). Sensitivity and sub‐group analyses of the results did not materially alter findings. This review suggests that the teaching of spelling by using computer software may be as effective as conventional teaching of spelling, although the possibility of computer‐taught spelling being inferior or superior cannot be confidently excluded due to the relatively small sample sizes of the identified studies. Ideally, large pragmatic randomised controlled trials need to be undertaken.  相似文献   

Avoiding Bias in Randomised Controlled Trials in Educational Research   总被引：1，自引：0，他引：1  

David J. Torgerson  & Carole J. Torgerson 《British Journal of Educational Studies》2003,51(1):36-45

Randomised controlled trials (RCTs) are often seen as the 'gold standard' of evaluative research. However, whilst randomisation will ensure comparable groups, trials are still vulnerable to a range of biases that can undermine their internal validity. In this paper we describe a number of common threats to the internal validity of RCTs and methods of countering them. We highlight a number of examples from randomised trials in education and health care where problems of execution and analysis of the RCT has undermined their internal validity. However, awareness of these potential biases can lead to careful planning to avoid or reduce their occurrence. If good quality randomised trials are to inform policy and practice in education then rigorous trials need to be designed that are the least susceptible to threats to their validity.  相似文献   

Learning to Say No in Chinese     

Twila Tardif  Ching Wan 《Early education and development》2001,12(3):303-323

This study investigated the characteristics of adult-child disputes in 10 Mandarinspeaking families in Mainland China. Naturalistic interactions between caregivers and their 2-year-old toddlers were analyzed by coding the occurrence of disputes and the disagreement strategies used by caregivers and toddlers in times of dispute. Results showed that children's most frequent disagreement strategies included direct refusals, protests, and silence. In contrast, adults seldom used silence or refusals but instead used direct positive requests, expressions of dissatisfaction, and prohibitions when disagreeing with their toddlers. Overall, the results from the present study support the notion that disputes are ways to reflect existing social structures and ways by which adults in a culture can socialize children into disagreement strategies appropriate to their roles.  相似文献   

This month's one pager. This manual is not user friendly!     

Carole Hall 《Performance Improvement》1986,25(2):1-2

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What can I do with the kid who …?     

Carole Mitchell 《Educational Psychology in Practice》2012,28(4)

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"Ask A Librarian": the experiences of four hospital libraries     

Stone ME  Foxman C  Sostack M  Francar L  Hall P  Markwell LG 《Medical reference services quarterly》2003,22(2):93-105

The librarians at four hospital libraries describe the electronic reference service, "Ask A Librarian," offered at their institutions. The hospitals are vastly different in size and in number of library staff, and offer the "Ask A Librarian" service to different clientele. The article illustrates that both large hospitals with a large library staff and small hospitals with a solo librarian and some volunteers can offer this type of service.  相似文献   

Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference?     

Judith Wiener  Christine Y. Tardif 《Learning disabilities research & practice》2004,19(1):20-32

Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes.  相似文献   

Call for Proposals 1999 Annual Meeting National Council on Measurement in Education     

André F. De  Champlain  Brian E. Clauser  Carole L. Perlman 《Educational Measurement》1998,17(2):32-36

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