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191.
Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had little application to errors in word problems. Using an error analysis approach, this study aimed to investigate in depth the various types and frequency of errors made by students with LD and their AA peers during math problem solving. The resulting similarities and differences between the two groups of students are discussed with insight into underlying cognitive processes, and implications for future research. 相似文献
192.
Lorelei Sterling Jennifer McKay Christine Ericson 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):140-157
ABSTRACTIn states with limited road accessibility, rural students can feel isolated from library services. This article explores the creation, implementation, and results of an on-going longitudinal study assessing the library service needs of rural students in eLearning courses. To align with current practices in online pedagogies, including the Association of College and Research Libraries' Standards for Distance Learning Library Services and recent revisions to the Framework for Information Literacy for Higher Education, this survey has been designed to help the library identify and improve services to enhance rural student success. 相似文献
193.
Failure Modes and Effects Analysis (FMEA) is a proactive assessment tool originally created for quality assurance in manufacturing industries. FMEA involves the assignment of rankings for frequency, severity, and detection of errors within a process. Catalogers at ProQuest undertook an innovative project to use FMEA to evaluate MARC record production. This article provides an overview of FMEA for process evaluation and summarizes an application for cataloging. It considers the tool's value for error-proofing in MARC record creation and how FMEA might be applied more effectively in a variable environment. 相似文献
194.
This article describes the planning and development of a 3D printing makerspace at an academic health sciences library. At the start of 2015, a new library Technology Team was formed consisting of a team leader, an emerging technologies librarian, and a library systems analyst. One of the critical steps in the development of the proposal and with the planning of this project was collaborating and partnering with different departments and units outside the library. These connections helped shape the design of the makerspace. 相似文献
195.
ABSTRACTThe University of Northern Colorado (UNC) Libraries have experienced a surge in streaming video requests in the past few years. Like others, UNC’s Technical Services department has found new ways to manage procedures and workflows associated with this format. This session covered the experiences and strategies of the presenters for handling streaming video databases, licensed content ripped from DVD, firm orders, and multiyear streaming licenses. 相似文献
196.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献
197.
In response to the rise of collaborative learning within education, two teacher educators redesigned their courses to explore the complexities of pedagogy within a New Learning framework. Multi‐age grouping provided opportunities for pre‐service teachers to work with others from different year levels on an interdisciplinary assessment task. As a result of this approach to teaching and learning, pre‐service teachers were challenged and resistance arose. These acts of student resistance provided opportunities for examining the dynamics and complexity of collaborative learning and the implications this has for teachers in new times. In particular, it explores the tension around intervening and ignoring students' resistances created by engaging in new learning pedagogy. 相似文献
198.
Jennifer L. Price 《Journal of College Student Psychotherapy》2016,30(3):206-217
The current study examined expectations and preferences of psychotherapy approach in 225 college students. Psychodynamic-interpersonal (PI) techniques were generally favored over cognitive-behavioral (CB) techniques both in expectations of what is characteristic of a typical therapy session and perceived helpfulness. There was no difference in findings between therapy naïve college students and those with a history of psychotherapy. Psychological mindedness was correlated with PI ratings, but not CB ratings. College counselors may want to emphasize emotional and relational strategies when working with college students and may benefit from examining the psychological mindedness of new clients to assist with determining their treatment plan. 相似文献
199.
Penny Corkum Kelly Humphries Jennifer C. Mullane France Theriault 《Contemporary educational psychology》2008
This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD. 相似文献
200.
Jennifer LoCasale-Crouch Andrew J. MashburnJason T. Downer Robert C. Pianta 《Early childhood research quarterly》2008
This study describes pre-kindergarten teachers’ use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers’ judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten classrooms participating in the National Center for Early Development and Learning's (NCEDL) Multi-State Pre-kindergarten Study. Of nine transition practices intended to promote children's adaptation to kindergarten, pre-kindergarten teachers reported implementing, on average, six transition practices, with notable variation across pre-kindergarten classrooms. Children were judged by their kindergarten teachers to have more positive social competencies and fewer problem behaviors when they attended pre-kindergarten classrooms in which more transition activities were implemented and, specifically, in which teachers discussed curricula or specific children with kindergarten teachers. In addition, positive associations between kindergarten teachers’ perceptions of children's social competence and pre-kindergarten transition activities (total number of activities and activities that children experience directly) were stronger for children who experienced social and economic risks. Implications of these findings related to alignment across the pre-kindergarten to kindergarten settings to improve children's school readiness are discussed. 相似文献