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81.
Cliff Morgan Lesley Gray Adam Marshall Michael Mabe Susan Hezlet 《Learned Publishing》2000,13(3):191-196
Towards Electronic Journals: Realities for Scientists, Librarians and Publishers by Carol Tenopir and Donald W. King. Washington, DC: SLA Publishing, 2000 Science Editing and Information Management edited by Connie J. Manson. USA: Geoscience Information Society, 1999. Pp. 118. Paperback, $25.00. ISBN 0‐934485‐30‐5 Futurize Your Enterprise: Business Strategy in the Age of the E‐Customer by David Siegel. Chichester: Wiley, 1999. Hardback, £19.50, ISBN 0‐471‐357634 The Impact of Electronic Publishing on the Academic Community (the Wenner–Gren International Series, Volume 73) edited by I. Butterworth. London: Portland Press 1998, Pp. 191. Price £75. ISBN 1‐85578‐122‐0 University Library Spending on Books and Journals: A Major Concern by Peter Sowden. Available from CAPP at the Publishers Association (1 Kingsway, London WC2B 6XF) 相似文献
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This paper suggests that reading comprehension must involve an interaction between the reader's world knowledge and the incoming linguistic message. We call this the minimal comprehension principle. After examining the measurement of reading comprehension from the perspective of the minimal comprehension principle, we conclude that most existing tests of reading comprehension are likely to be unsatisfactory for the purposes of assessing educational gain and diagnosing reading difficulty. We suggest several techniques which might be more suitable for these purposes. 相似文献
85.
Painting, Poetry and Pots of Basil 总被引:1,自引:0,他引:1
Gabrielle Cliff Hodges 《English in Education》1995,29(3):3-13
86.
Katharina E. Kariippanon Dylan P. Cliff Sarah L. Lancaster Anthony D. Okely Anne-Maree Parrish 《Learning Environments Research》2018,21(3):301-320
In recognition of the evolving learning needs of twenty-first century school students, changes to teaching practices and the incorporation of technology are increasingly accompanied by modifications to the built classroom environment. Typically rows of desk and chairs are replaced with a range of furniture that can be configured in various ways to facilitate teaching and learning. This article explores the perceived relationship between these flexible learning spaces and teaching, learning and wellbeing outcomes. The perceptions and experiences of 12 school principals, 35 teachers and 85 students from four primary and four secondary schools in Australia were examined. Flexible learning spaces were reported to facilitate student-centred pedagogy and selfregulation, collaboration, and student autonomy and engagement. Modified spaces were reportedly more enjoyable, comfortable and inclusive and allowed greater interaction. The findings are discussed in light of Beaton’s five key design principles of student-centred learning environments to explore the connection between the physical classroom environment and teaching and learning. Self-Determination Theory is used to interpret how elements of the physical space facilitate the creation of a social environment that encourages greater motivation to learn and increases student wellbeing. The research contributes to an understanding of how flexible learning spaces are used and with what effect, thereby addressing a present gap in the literature. 相似文献
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Sheila Glenn Cliff Cunningham 《International Journal of Disability, Development & Education》2001,48(2):163-177
There have been relatively few studies of self-esteem with young people with moderate and severe intellectual disability. One reason for this is likely to be measurement difficulties. The purpose of the present study was to assess the usefulness of three measures of self-esteem in 72 young people with Down syndrome aged from 17 to 24 years. Forty-five young people, mean VMA 5 years 10 months, were assessed on the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Joseph PreSchool and Primary Self-Concept Screening Test. Nineteen young people, mean VMA 8 years 9 months, completed the Self-Perception Profile for Learning Disabled Students. Validity was assessed by reading scores and by interviews with the young people and their parents. Eight young people with the most severe intellectual disability could not do any test; the remainder were able to respond to the format of the appropriate tests. On all measures they rated themselves positively. Internal consistency estimates were high, but validity was only demonstrated for the Self-Perception Profile for Learning Disabled Students, supporting its use with the young people who had VMAs of around 7 years. Evaluation of self also showed a standard developmental trend. 相似文献
88.
Christopher L. Cunningham 《Learning & behavior》1979,7(1):45-52
A conditioned-emotional-response (CER) paradigm was used in two experiments to evaluate the effects of alcohol on extinction. In both experiments, rats received tone-shock pairings without alcohol and then received extinction trials either with or without alcohol (injections of saline, .75 or 1.5 g/kg ethanol). The high dose of alcohol suppressed baseline barpressing for food reward, but there was only weak evidence (Experiment 2) that it enhanced responding during the tone early in extinction. In both experiments, extinction of CER under the high alcohol dose was found to be state dependent, that is, post-extinction tests after saline injection showed a reinstatement of suppression to the tone. Experiment 2 indicated that this effect could be attributed to alcohol’s becoming a conditioned inhibitory stimulus as a result of its association with extinction. This supports the general suggestion that situational stimuli normally become inhibitory during the course of simple extinction and may have implications for the role that state-dependent learning plays in drug dependence. 相似文献
89.
Recent research has underlined both the benefits of parents reading stories to their children before they start school and of parental involvement in the early reading stages. A one-year project was carried out in the nursery class of an inner-city primary school to set up a regular book borrowing service to enable and encourage parents to read regularly to their pre-reception class children. The level of parental and child interest was monitored throughout. An attempt to measure the effect of the input was made by testing the children involved in the project at the end of their reception class year. Although the results do not show any significant difference in the level of achievement between the experimental school and the two control schools, the project did reveal an unexpectedly high level of parental interest in orienting children towards literacy. 相似文献
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