Nurturing leadership: equitable mentoring for the superintendency     

Ava J. Muñoz  Anita M. Pankake  Shirley Mills  Marie Simonsson 《International Journal of Leadership in Education》2018,21(3):284-292

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Book reviews     

Ronald J. Zboray  Anita A. Jones  Shirley Kessel  Clarkson N. Potter  Megan Benton  William A. Wortman  Barbara Kiefer  Richard C. Rowson 《Publishing Research Quarterly》1992,8(4):86-106

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An annotated bibliography of education for medical librarianship, 1940-1968     

S Shirley 《Bulletin of the Medical Library Association》1969,57(4):391-398

An attempt has been made in this bibliography to represent the various viewpoints concerning education for medical librarianship equally. The topics covered include: general background reading and readings for those interested in establishing courses in medical librarianship. The former includes annotations on the history and international aspects of the subject. The latter consists of annotations of articles on early courses and present courses in medical librarianship. A final area discussed is the Medical Library Association's Code for the Training and Certification of Medical Librarians.  相似文献   

Talent identification and selection in elite youth football: An Australian context     

Donna O'Connor  Paul Larkin  A. Mark Williams 《European Journal of Sport Science》2016,16(7):837-844

We identified the perceptual–cognitive skills and player history variables that differentiate players selected or not selected into an elite youth football (i.e. soccer) programme in Australia. A sample of elite youth male football players (n?=?127) completed an adapted participation history questionnaire and video-based assessments of perceptual–cognitive skills. Following data collection, 22 of these players were offered a full-time scholarship for enrolment at an elite player residential programme. Participants selected for the scholarship programme recorded superior performance on the combined perceptual–cognitive skills tests compared to the non-selected group. There were no significant between group differences on the player history variables. Stepwise discriminant function analysis identified four predictor variables that resulted in the best categorization of selected and non-selected players (i.e. recent match-play performance, region, number of other sports participated, combined perceptual–cognitive performance). The effectiveness of the discriminant function is reflected by 93.7% of players being correctly classified, with the four variables accounting for 57.6% of the variance. Our discriminating model for selection may provide a greater understanding of the factors that influence elite youth talent selection and identification.  相似文献   

Girls in science — An evaluation of one school's approach to the gender bias in science     

Barbara Johnson  Peter Fensham  Gail Hildebrand  Shirley Sampson 《Research in Science Education》1987,17(1):104-112

Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents' as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow as a career?  相似文献   

Comparing active delay and procrastination from a self-regulated learning perspective     

Danya M. Corkin  Shirley L. Yu  Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606

Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement.  相似文献   

Design considerations and features in the development of hypermedia courseware     

Shirley E. Reushle 《Distance Education》1995,16(1):141-156

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Curriculum and instruction for grandparents     

Robert Strom  Shirley Strom 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(4):436-438

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Learning from children’s voice in schools: Experiences from Ireland     

Catherine Forde  Deirdre Horgan  Shirley Martin  Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509

In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.  相似文献   

Reasons for Changing Answers: An Evaluation Using Personal Interviews   总被引：1，自引：0，他引：1  

Shirley P. Schwarz  Robert F. McMorris  Lawrence P. DeMers 《Journal of Educational Measurement》1991,28(2):163-171

Researchers investigating answer changing have consistently found the preponderance of changes on objective items to be from wrong to right, but little is understood about the mechanisms involved in this phenomenon. In this study, personal interviews were combined with instruction in answer-changing research to investigate further the processes involved in answer changing. Students changed answers and gained from changing, with those in the upper two thirds of the classes gaining the most. Each test-taking strategy produced a mean gain, but particular strategies were not significantly correlated with percentage of gain or percentage of change. Most students reported changing answers for thoughtful reasons such as rereading, rethinking, or remembering more information; very few changes were due to clerical errors. For each reason, most changes were wrong-to-right. We conclude that reconsideration of test items is probably underestimated in answer-changing studies. The role of memory should be considered in why people change and in how successful they judge their changing to have been.  相似文献