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151.
Allison Morris Niebauer 《Quarterly Journal of Speech》2017,103(3):319-323
152.
Scott L. Decker Alycia M. Roberts Kristin L. Roberts Allison L. Stafford Mark A. Eckert 《Psychology in the schools》2016,53(6):617-625
A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across early grade levels (1–4) while controlling for basic word identification skills. Results from this study suggest writing skill requires several cognitive skills of differing emphasis depending on the level of writing skill. Perceptual and rapid perceptual processing skills are important during the early acquisition of writing skills followed by a transition to language and language retrieval skills and later still to working memory skills. Applications for education and cognitive assessment are discussed. 相似文献
153.
Lincoln Allison 《Higher Education Quarterly》1990,44(1):35-59
The purpose of this essay is to investigate the meaning and justifiations of ‘tenure’ for university stanand to relate those justifiations to the mainstream of ideas in political philosophy, with particular emphasis on such ideas as can reasonably be described as ‘conservative’. 相似文献
154.
James C. French Allison L. Powell Fredric Gey Natalia Perelman 《Information Retrieval》2002,5(4):323-351
Vocabulary incompatibilities arise when the terms used to index a document collection are largely unknown, or at least not well-known to the users who eventually search the collection. No matter how comprehensive or well-structured the indexing vocabulary, it is of little use if it is not used effectively in query formulation. This paper demonstrates that techniques for mapping user queries into the controlled indexing vocabulary have the potential to radically improve document retrieval performance. We also show how the use of controlled indexing vocabulary can be employed to achieve performance gains for collection selection. Finally, we demonstrate the potential benefit of combining these two techniques in an interactive retrieval environment. Given a user query, our evaluation approach simulates the human user's choice of terms for query augmentation given a list of controlled vocabulary terms suggested by a system. This strategy lets us evaluate interactive strategies without the need for human subjects. 相似文献
155.
Patrick T. Terenzini Laura I. Rendon M. Lee Upcraft Susan B. Millar Kevin W. Allison Patricia L. Gregg Romero Jalomo 《Research in higher education》1994,35(1):57-73
While much is known about the role of student involvement in various dimensions of student change and development, considerably
less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results
of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college;
an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences,
and themes in the processes through which students become (or fail to become) members of the academic and social communities
on their campus.
The research reported here was conducted under the auspices of the National Center on Postsecondary Teaching, Learning, and
Assessment. NCTLA is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under
Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement
should be inferred.
Presented at the 1993 AIR Forum, Chicago, May 1993. 相似文献
156.
Allison Jessee Nancy L. McElwain Cathryn Booth-LaForce 《Parenting, science and practice》2016,16(2):63-86
Objective. Mental-state talk is an important aspect of parenting, but it is not clear whether this type of talk is structurally distinct from behavioral support or sensitivity. Although assessment of sensitive, supportive behavior captures a mother’s responses to her child’s needs, mental-state talk assesses a mother’s consideration of (and comments on) her child’s inner world. This study examined the structure and antecedents of mental-state talk, behavioral support, and sensitivity. Design. Data from the NICHD Study of Early Child Care and Youth Development were used, and mothering was assessed during a laboratory session when children were 24 months old (N = 1114). Results. Confirmatory factor analyses provided support for the hypothesized three-factor model, in which maternal supportive behavior, cognitive talk, and desire/emotion talk formed distinct factors. Furthermore, maternal depressive symptoms assessed at 1 and 6 months predicted less supportive behavior, whereas traditional parenting beliefs assessed at 1 month predicted lower levels of all three mothering outcomes. Conclusion. Maternal talk about mental states is a unique component of parenting, and cognitive talk is distinct from desire and emotion talk. 相似文献
157.
Allison M. Prasch 《Quarterly Journal of Speech》2016,102(2):166-193
This article advances a rhetorical theory of deixis, a theoretical and methodological orientation that infuses the linguistic concept of deixis with rhetorical understandings of ethos, place, and time. Deixis reveals the rhetorical dynamics within the fabric of spoken discourse, dynamics that often refer to what is outside the text to make sense of what is within it. Ultimately, I argue that identifying the deictic indicators within a speech text enables the critic to pinpoint where, how, and why a speaker activates the physical elements of the speech situation as a material means of persuasion. After outlining the theoretical tenets of this approach, I analyze Harry S. Truman's Address to the National Association for the Advancement of Colored People on June 29, 1947, to show how a rhetorical theory of deixis orients the critic to the bodies, places, and temporalities implied in and displayed through speech. 相似文献
158.
即将升入高中的同学们一定对紧张而丰富多彩的高中生活充满着美好的憧憬,然而,当你跨入高中大门时,你将会遇到各种以前没碰到过的学习、生活中的问题和困惑。那么怎样才能适应高中生活呢?本文作者就以美国高中过来人的身份给即将进入高中的朋友们提供了10条建议,虽然国情不同,但相信你也一定会从中有所收获。 相似文献
159.
Allison A. Enke Margaret E. Briley Suzanne R. Curtis Sue A. Greninger Deanna M. Staskel 《Early Childhood Education Journal》2007,35(1):75-81
Childcare in the United States (US) has become a necessary part of life for most working parents with the increased use of
center-based childcare over the past three decades. Approximately 13 million preschoolers attend some form of childcare. Literature
indicates the main predictors of quality childcare programs are adequate experience and specialized training of childcare
staff. A growing concern among researchers, however, is the limited training among childcare professionals in the area of
food safety. Children have minimal control of food safety risks because other people prepare their meals. A questionnaire
was developed and mailed to childcare center directors in Texas and Iowa to identify the demographic, food safety and other
practices that influence the training and decisions made by childcare center directors. Results indicate the need of continual
management and food safety training for both directors and staff in order to provide a safe environment for young children. 相似文献
160.
Pipp-Siegel S Sedey AL VanLeeuwen AM Yoshinaga-Itano C 《Journal of deaf studies and deaf education》2003,8(2):133-145
We studied the relation between mastery motivation and expressive language in 200 young children with hearing loss. Hearing mothers assessed their children's expressive language (Minnesota Child Development Inventory; Ireton & Thwing, 1974) and several aspects of mastery motivation including mastery pleasure and three components of mastery persistence (gross motor, object oriented, and social/symbolic) using the Dimensions of Mastery Motivation Questionnaire (Morgan et al., 1992). Simple correlations revealed significant relations between expressive language and all mastery motivation scales. When demographic and hearing loss variables were entered into a regression equation, only increased social/symbolic persistence was significantly related to, and increased object-oriented persistence was marginally related to, increases in expressive language quotients. Expressive language quotients also increased significantly as child age and degree of hearing loss decreased and as mothers' ratings of their child's general competence increased. In addition, decreases in the age at which the child was enrolled in intervention were marginally related to increases in expressive language quotients (f =.06). 相似文献