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Linda Gilmore Monica Cuskelly Melissa Browning 《International Journal of Disability, Development & Education》2015,62(3):265-275
The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children with DS and typically developing children. The participants were 29 children with MID and 33 children with DS who were matched on mental age to 33 typically developing children, aged 3–8 years. Mastery motivation was assessed on task measures of curiosity, preference for challenge and persistence, as well as parental reports. There were no significant group differences on the mastery motivation tasks. Parental ratings of mastery motivation differed, with typically developing children generally being rated more highly than each of the disability groups. The view that motivational deficits are part of the DS behavioural phenotype was not supported. 相似文献
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Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
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This article describes evaluation of the Veterinary Bacteriology and Mycology problem‐based learning multimedia project at the University of Melbourne over a period of seven years. The design of the initial project will be described, together with learning benefits that short‐term evaluations revealed — including better information management skills, improved higher order cognitive skills, increased interest in the subject, better collaborative learning skills, better written and oral communication skills and better computer skills. All very impressive. However, follow‐up studies with staff and students in clinical years of the veterinary course indicated clearly that the positive benefits were not sustained in the long term, as this was a once‐off experience for students. We clearly needed a new approach. Since 1995, the institutional climate, opportunities provided by new technologies and international links have shifted the policy in the Faculty of Veterinary Science towards the development of online problem‐based subjects, hopefully enabling students to have a much greater exposure to a problem‐based learning approach. 相似文献
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Jan-Oddvar Sørnes Ingunn Dahler Hybertsen Larry Browning 《Journal of Applied Communication Research》2013,41(1):136-140
We tell of our struggles in completing ethnographic field research by showing the hurdles and difficult interactions we faced on our different projects. We interpret the obstacles as threats to our identities and show how we responded to them. Our conclusion shows how we preserved the independence of our interpretations while completing the data collection and interpretation. 相似文献
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Sommer Browning 《资料收集管理》2013,38(4):197-206
Discovery layers and remote access are the standard way to access and find academic library resources, making metadata, link resolvers, and indexing important considerations at the time of selection and throughout the lifespan of an electronic resource. Collection development librarians must be aware of how resources will function with and appear in the library's discovery layer. This awareness is an opportunity for collection development and discovery librarians to share their knowledge and collaborate to provide the best discovery for the library's resources. This case study examines ways the Electronic Access and Discovery unit at Auraria Library has fostered that relationship. 相似文献
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