Ecological Study of Graduation Rates and GPA in a Library Credit Course     

Christina Heady  Megan M. Morrison  Joshua Vossler 《The Journal of Academic Librarianship》2018,44(5):642-649

The purpose of this ecological study was to examine the impact of a library credit course on graduation rates and GPA using pre-existing records. Over 20?years of aggregate institutional data were analyzed to evaluate the course's impact on first-time-full-time, white, and black students. Results were mixed: students who took the course were less likely to graduate than their peers who did not take the course but enjoyed slightly higher GPAs at graduation. It was discovered that students taking the course are not representative of the overall student body and struggle academically. Implications for revisions to the library credit course are discussed.  相似文献   

Orthographic-Phonological Mapping and the Emergence of Visual Expertise for Print: A Developmental Event-Related Potential Study     

Vera Varga  Dénes Tóth  Valéria Csépe 《Child development》2020,91(1):e1-e13

The N1 effect is an electrophysiological marker of visual specialization for print. The phonological mapping hypothesis (Maurer & McCandliss, 2007) posits that the left-lateralized effect reflects grapheme-phoneme integration. In this event-related potential study, first (age = 7.06 years, N = 32) and third-grade readers (age = 9.29 years, N = 28) were presented with pairs of pseudowords and Armenian character strings in a novel implicit same-different paradigm. To test the phonological mapping hypothesis, stimuli were presented in visual-only and audiovisual conditions. The results demonstrated that tuning for print already emerges in first grade. Moreover, the parallel presentation of auditory stimuli enhanced the N1 effect suggesting a role of orthographic-phonological mapping in the development of specialization for print.  相似文献   

‘Playing with space’: a conceptual basis for investigating active sport tourism practices     

Valérian Geffroy 《Journal of Sport Tourism》2017,21(2):95-113

ABSTRACT

This paper proposes a conceptual tool, the expression ‘playing with space’, for the analysis of active sport tourism as a meaningful social practice. The expression issues from practice theories and pragmatic understandings of space, which emphasize the processual and contextual dimensions of human action and seek to seize altogether the corporealities and shared conceptions that constitute action. On such views, sport tourists are considered as reflexive and embodied beings, enjoying sensations, mobilities and places, and constantly (re)making sense of their own practices. I argue that the notion of ‘play’ allows for a comprehensive understanding of the ways active sport tourists engage with space, where space is viewed as an object or material for this play. Three major dimensions of active sport tourism are then identified: a set of playful and game-like practices with global space resulting in shared imaginaries and large-scale mobilities; a kinaesthetic play, based on freedom and sensations and deeply engaged in the materiality of the places and the omnipresent media practices that support the other dimensions of play while being fully integrated into the experience of sport tourism. This conceptual framework is a way to better understand the motives and practices of sport tourists; it is also a way to underline wider trends of contemporary leisure cultures: such cultures are increasingly integrated into the daily spheres of activity, increasingly playful and increasingly mediatized.  相似文献   

Small scholar‐led scholarly journals: Can they survive and thrive in an open access future?          下载免费PDF全文

Heather Morrison 《Learned Publishing》2016,29(2):83-88

This article presents early results of a research project designed to further our understanding of how to ensure that small scholar‐led journals can survive and thrive in a global open access knowledge commons. This phase of the research focuses on generation of ideas through interviews and focus groups with 15 participants involved in producing small scholar‐led journals that either are or would like to become open access. Although a couple of journals reported that they could survive in an open access future based on existing resources, most were concerned about survival and none expressed confidence that they could thrive in an open‐access future. These journals are far more diverse than one might imagine. Comparing the costs of article production from one journal with another might not make sense. A number of avenues for further research are discussed.  相似文献   

Getting Started as a Researcher     

Steven M. Ross  Gary R. Morrison 《TechTrends》1992,37(3):19-22

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The art of redirection     

Johnetta Wade Morrison 《Early Childhood Education Journal》1991,18(4):4-7

Joey and Mary, along with three other children and the teacher, are seated at one of several tables having their snack. Mary's plate has no crackers. Giggling, Mary begins poking at Joey's plate, which still has crackers, as if she intends to snatch one. The teacher asks, “Mary, would you like more crackers?” Mary continues the poking action during the interchange and responds, “Yes.” The teacher directs Mary, saying, “Get a package of crackers from the supply table and see if other tables need additional crackers. If you would like more, then get three crackers for yourself”.  相似文献   

Introduction: Education and Social Justice     

Joseph Zajda  Suzanne Majhanovich  Val Rust 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):9-22

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Gender Adeptness Among Educational Administrators for Leading Innovative Initiatives in Public Education     

James L. Morrison  ;G. Titi Oladunjoye  ;Cynthia Onyefulu 《美中教育评论》2011,(2):213-219

It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two eornpetencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions.  相似文献   

Re/assembling ‘innovative’ learning environments: Affective practice and its politics     

Dianne Mulcahy  Carol Morrison 《Educational Philosophy and Theory》2017,49(8):749-758

Abstract

In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools, we strive to surface what drops from view. Taking ILEs to be sociomaterial assemblages, we work with empirical material and trace how they assemble and reassemble. The account is less concerned with what works in ILEs; rather, its focus is on their ‘workings’ as assemblages of relations and most particularly, affective relations. Thus, we explore two affective encounters involving school leaders, teachers and students showing the ways in which they position and are positioned within ILEs. The argument is made that the assemblage approach which is non-deterministic and relational affords new ways of understanding what ILEs are and how they work and who they work for. And, that attending to affective practice brings into view the micropolitics through which infrastructural shifts and infrastructural policy-making are made.  相似文献   

College Students’ Reasons for Depression Nondisclosure in Primary Care     

William J. Meyer  Patrick Morrison  Anayansi Lombardero  Kelsey Swingle  Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205

Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment.  相似文献