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Katharine Pace Miles Mark D. Lauterbach Dana M. Murano Ginny A. Dembek 《The Journal of educational research》2019,112(2):255-269
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps?ps?d?=?1.62 sight words, d?=?1.68 oral reading/comprehension). Student-level factors of Individualized Education Program status, program completion, number of session, and invented spelling; tutor-level factors of sessions delivered and years of experience; school level factors of school size and percentage of language minority students all predicted grade-level passage or word reading (all ps?2007) study. Efforts should focus on ensuring program completion and increasing program exposure in neediest schools. 相似文献
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Yang Xiaotong Rahimi Seyedahmad Shute Valerie Kuba Renata Smith Ginny Alonso-Fernández Cristina 《Educational technology research and development : ETR & D》2021,69(2):1055-1075
Educational technology research and development - In-game learning supports aim to help students solve game levels (i.e., game-related supports), and connect to underlying content (i.e.,... 相似文献
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Ginny Booker 《Journal of Career Development》1994,21(2):161-166
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Ginny Barnes 《Public Library Quarterly》2013,32(1):58-63
In this article, workplace communications and training consultant Ginny Barnes highlights the workplace tensions as Generation Y young adults replace their baby‐Boomer parents on the job. The author points out that Gen Y staff bring different expectations to the workplace. These young people are, for example, cynical about current leadership and want to be able to trust their workplace leaders; they need parent‐style coaches to help them face the intractable problems that always show up in the workplace; and they are more expert at electronic than interpersonal communication. Barnes says that Gen Y'ers can become good workers but only with some innovative management efforts to help make them so. 相似文献
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Leslee B. Shell Jennifer Duvernay Ann Dutton Ewbank Phil Konomos Allison Leaming Ginny Sylvester 《图书馆管理杂志》2013,53(7-8):951-971
ABSTRACT Acknowledging Arizona State University's (ASU) long-term goal of 100,000 students in online degree programs and recognizing the 8 new 100% online undergraduate programs slated to come online in 2010, ASU Libraries is planning for the continued integration and relevance of the library to online students and programs. During the summer and fall of 2009, the ASU Libraries Task Force for Online and Extended Education met to develop the elements of a Comprehensive Plan for Library Support of Online Programs. The plan includes: (1) guiding principles for library support of online and extended education; (2) a needs assessment and environmental scan; and (3) a sustainable and scalable plan for library support of the online programs. This article discusses the process of developing the comprehensive plan. 相似文献
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Jennifer M. Johnson Ginny Boss Chrystal George Mwangi Gina Ann Garcia 《The Urban Review》2018,50(4):630-647
The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate how the FOCC2014 Facebook webpage is used to encourage members to actively resist, reject, and redefine what it means to be a faculty member in higher education. Findings provide empirical evidence of the utility of social media as a space for engagement and community for faculty of color across multiple campuses where the racial/ethnic diversity of faculty is limited. 相似文献
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OBJECTIVES: This study used data gathered during evaluations conducted by the Comprehensive Assessment and Training Services (CATS) Project to determine the relative contribution of four primary domains (demographic, adult characteristics, child characteristics, relational characteristics) to variation in the severity of child maltreatment, and to facilitate the development of empirically-based risk assessment tools. METHODS: A multidimensional, multi-method approach to data collection was used to assess 208 maltreating parents. Hierarchical multiple regression analyses were performed by entering each domain of variables into the regression equation in four consecutive blocks. RESULTS: The results of this study suggest that maltreatment severity varies as a function of the level of trauma recovery, substance misuse, a child's externalizing behavior, and qualitative features of the parent-child relationship, as well as the level of family stress. Relationship variables added to the amount of variance accounted for in the overall model, beyond demographic, adult, and child variables. CONCLUSIONS:: The findings of this study call attention to the importance of developing a multidimensional assessment model of the factors leading to child maltreatment severity and to broadening the parameters of assessment models used in child maltreatment research. The role that each of the contributing factors plays in the interference of effective parenting is also discussed. 相似文献
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