International rights management and the Frankfurt book fair     

Hans Kim  Marisa Moura  Lynette Owen 《Publishing Research Quarterly》2004,20(2):44-54

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Expectation and Example—Powerful Attractions     

Vernon Lee Sheeley 《Counselor Education & Supervision》1986,25(3):164-165

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Bottom line: Where is the space for education?     

Ron Davidson  Lynette K. Henderson  Greg Knotts  John Swain 《About Campus》2011,16(1):30-32

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Assessment of Cooperative Learning: A Goal-Criterion Approach   总被引：2，自引：0，他引：2  

Vernon A. Quarstein  Polly A. Peterson 《Innovative Higher Education》2001,26(1):59-77

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.  相似文献   

Self-regulation of timeout duration in the modification of disruptive classroom behavior     

Gary Allen Pease  Vernon O. Tyler 《Psychology in the schools》1979,16(1):101-105

The effects of self-determination vs. teacher-determination of timeout duration on disruptive behavior were investigated in a group of 15 students in a special classroom who had learning disabilities and/or behavior problems. There were five phases to the study: In a repeated measures design each subject received timeout for 5 minutes, no timeout, 5 minutes timeout, selfdetermined timeout duration, and student = teacher-determined timeout duration. The overall effect of timeout was to reduce significantly the rate of disruptive behavior. The effects of various timeout conditions did not differ, indicating self-management of timeout duration was just as effective as when the teacher set the timeout duration.  相似文献   

A Model for Designing Responsive Instruction     

Nancy E. Thornton  Vernon S. Gerlach 《Performance Improvement Quarterly》1989,2(2):13-27

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IQ = 69 = mildly retarded?: Factors influencing multidisciplinary team recommendations on children with FSIQs between 63 and 75     

Michael J. Furlong  Lynette Ledrew 《Psychology in the schools》1985,22(1):5-9

Discriminant analysis was used to examine factors that influenced the educational diagnoses of a sample of 80 referred students in grades 1 to 6. All students had WISCR Full Scale IQs between 63 and 75, which includes the range of scores that is ±2 SEm around the cutoff value of 69 used by the student's school district to define the upper limit of the mildly retarded classification. The results indicate that the recommendations made by the multidisciplinary teams were associated primarily with the level of the Full Scale IQ.  相似文献   

Clinical phenomenon of cerebral palsy and deafness     

M Vernon 《Exceptional children》1970,36(10):743-751

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Interhemispheric relations and cerebral dominance     

Vernon B. Mountcasle 《Annals of dyslexia》1964,14(1):68-68

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Meaning of life as a protective factor of positive affect in acculturation: A resilience framework and a cross-cultural comparison     

Jia-Yan Pan  Daniel Fu Keung Wong  Cecilia Lai Wan Chan  Lynette Joubert 《Int J Intercult Relat》2008,32(6):505-514

Although research has demonstrated a strong linkage between meaning of life and positive emotion, few studies have examined this association in the context of acculturation. The purpose of this study was to investigate the predictive effects of meaning of life and acculturative stressor on positive affect in a sample of Chinese international students in Australia and Hong Kong, and to compare these effects between the two groups. Four hundred mainland Chinese postgraduate students at six universities in Hong Kong and 227 Chinese international students at the University of Melbourne in Australia completed a questionnaire that included measures of acculturative stressor, meaning of life, positive affect, and demographic information. The analyses revealed that (1) meaning of life had a strong positive contribution to predict positive affect in acculturation, and acculturative stress had a negative impact on positive affect within both samples; (2) social interaction had a significant negative predictive effect on positive affect in both samples, and academic work served as a significant negative predictor of positive affect in the Hong Kong sample; and (3) meaning of life was found to mediate the relationship between acculturative stress and positive affect in both samples. The theoretical and practical implications of the study are discussed.  相似文献