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61.
Deborah J. Taub Heather L. Servaty‐Seib Nathan Miles Ji‐Yeon Lee Carrie A. Wachter Morris Susan L. Prieto‐Welch Donald Werden 《Journal of College Counseling》2013,16(1):64-78
Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group. 相似文献
62.
随着科技的快速发展,基于平板电脑的电子课本以其独特的优势,被视为电子学习新的形式和体现,被越来越多地应用于课堂教学中。它的教与学效果如何?是否真正促进了课堂教学?是否真正提高了学生的学习兴趣、学习效果?这些问题有待研究。本案例来自香港教育局支持的实验计划,课程根据香港课程发展议会颁发的英文课程指南进行设计。实证研究主要采用课堂观察、问卷课查法对学生的学习方法和观感进行分析。研究发现:电子课本在电子教材设计、学生学习兴趣和动机、学生知识与技能获得、学生深层学习方法及课堂参与度等方面都起到了明显的促进作用,其在课堂教学中的应用有着良好的发展前景,有望在内容和功能上整合现有课堂中的一些电子教具,最大化地发挥优势,为新的课堂学习环境提供新的学习支持。 相似文献
63.
64.
The Digital Humanities Summer Scholarship: A model for library-led undergraduate digital scholarship
Sarah Morris 《College & Undergraduate Libraries》2017,24(2-4):532-544
ABSTRACTThe article offers a model for library-centered undergraduate engagement with digital scholarship based on two years of successful implementation at Lafayette College. Librarians designed a competitive six-week summer internship where undergraduate students built their own digital research projects. Through their original projects, students practiced traditional research methods and simultaneously explored subfields of digital scholarship. The article's topics include the relationship between digital scholarship and information literacy, the library's role in facilitating digital scholarship, and the internship's design and execution. The article also includes reflections and recommendations for sustainable implementation. 相似文献
65.
Tami Katzir YoungSuk Kim Maryanne Wolf Becky Kennedy Maureen Lovett Robin Morris 《Reading and writing》2006,19(8):845-872
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework. 相似文献
66.
Paula J. Schwanenflugel Robin D. Morris Melanie R. Kuhn Gregory P. Strauss Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in
the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels:
(a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units
(henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime);
(c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained
both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared
against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first,
second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference.
In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment
3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all
experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less
predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in
the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued
that the current experiments provide evidence for a flexible units model.
The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA,
and the American Educational Research Association meeting, April 2004, San Diego, California. 相似文献
67.
As a follow-up to their 2001/2002 study on printing services in academic libraries, the authors explore how the provision of printing services has changed over the last twelve years. This article explores how libraries are choosing to fund printing services as well as how technology, such as scanning and mobile devices, has changed the way printing services are provided. The results of the 2013 survey find a greater percentage of libraries are using a fee-based system for printing, and, while some technology is providing greater data and control for printing services, other technological advances are having unintended consequences for libraries’ printing infrastructure. 相似文献
68.
Stephen T. Peverly Karen E. Brobst Kerri S. Morris 《Journal of Research in Reading》2002,25(2):203-216
This study investigated the developmental changes in the contributions of comprehension ability and the meta‐cognitive control of several study strategies (selection, memory, monitoring) to competence in studying among average and above‐average seventh and eleventh‐grade students. Results indicated that the ability to comprehend and meta‐cognitive control of study strategies were related to the recall of information at both ages. However, meta‐cognitive control was clearly more important to the older students than it was to the younger students. These data suggest that future research on the development of studying should focus on students’ use of the strategies of memory and monitoring. 相似文献
69.
70.
Peter R. Jones Jodi Levine Laufgraben Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265
Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities. 相似文献