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Raaijmakers Steven F. Baars Martine Paas Fred van Merriënboer Jeroen J. G. van Gog Tamara 《Metacognition and Learning》2019,14(1):21-42
Metacognition and Learning - Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment (i.e., a judgment of own level of... 相似文献
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The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level 总被引:1,自引:0,他引:1
This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar, those research findings suggested that deaf students' morphological development was progressing as might be expected relative to reading level. This study further examined the specific relationship between morphologically based word identification skills and reading achievement levels, as well as differences in the error patterns of deaf and hearing readers. Comparison of performance between pairs of deaf college students and hearing middle school students matched for reading achievement level shows significant superiority of younger hearing participants for skills relating especially to the meaning of derivational morphemes and roots, and the segmentation of words containing multiple types of morphemes. Group subtest comparisons and item analysis comparisons of specific morpheme knowledge and word segmentation show clear differences in the morphographic skills of hearing middle school readers over deaf college students, even though they were matched and appear to read at the same grade levels, as measured by standardized tests. 相似文献
994.
Melissa Allen Annette Jerome Adrianne White Stephanie Marston Shannon Lamb Debbi Pope Carrie Rawlins 《Psychology in the schools》2002,39(4):427-439
School psychologists (N = 276, 81% return rate) were surveyed regarding the following aspects of crisis intervention: (a) university preparation, (b) continuing professional development, and (c) current involvement with school crisis plans and crisis teams. Of those receiving university training, 58% believed they were minimally prepared or not at all prepared to deal with school crises. Only 2% reported being well prepared or very well prepared. Data analyses indicated increased university training in recent years, particularly with practicum/internship experiences related to crisis intervention. Approximately 81% of school psychologists participated in local training for crisis intervention as part of continuing professional development. Although 91% of school psychologists worked in districts with crisis plans in place, only 53% participated on crisis teams. Suicide, violence, and school district crisis plans were recommended as high priority topics for future academic training. © 2002 Wiley Periodicals, Inc. 相似文献
995.
Cynthia M. Schmidt Roxanne Cox Alissa V. Fial Teresa L. Hartman Martha L. Magee 《Journal of the Medical Library Association》2016,104(2):138-142
Objective
The authors sought to determine whether unexpected gaps existed in Scopus''s author affiliation indexing of publications written by the University of Nebraska Medical Center or Nebraska Medicine (UNMC/NM) authors during 2014.Methods
First, we compared Scopus affiliation identifier search results to PubMed affiliation keyword search results. Then, we searched Scopus using affiliation keywords (UNMC, etc.) and compared the results to PubMed affiliation keyword and Scopus affiliation identifier searches.Results
We found that Scopus''s records for approximately 7% of UNMC/NM authors'' publications lacked appropriate UNMC/NM author affiliation identifiers, and many journals'' publishers were supplying incomplete author affiliation information to PubMed.Conclusions
Institutions relying on Scopus to track their impact should determine whether Scopus''s affiliation identifiers will, in fact, identify all articles published by their authors and investigators. 相似文献996.
The Salisbury University Libraries embarked on a serials and database cancellation project in the 2014–2015 academic year, eventually cutting nearly 20% of journals without causing any faculty protests. Picking up ideas from numerous other libraries, the three-person project task force developed a three-stage process: 1) preparation—gathering data and laying the groundwork for getting feedback; 2) getting feedback from liaisons, faculty, and departments; and 3) making decisions about what to cut and sharing the results. This article details the steps taken and key recommendations for other libraries undertaking similar projects. 相似文献
997.
A growing number of Americans are living with chronic health conditions that require informal, ongoing care from family members who are also in the paid labor force. In this exploratory study, communication privacy management is used to make sense of chronic caregiving (N = 48–64) and noncaregiving (N = 174–178) employees’ disclosure preferences, intentions, and behaviors in the workplace. We find that workers in general anticipate that they would disclose to many individuals at work about their caregiving, but employees actually disclose much less information to far fewer people at work when they occupy the chronic caregiver role. For chronic caregivers, positive perceptions about coworker supportiveness predict increased disclosure behaviors. Finally, future research directions as employers, workers, and policy makers prepare for the complex challenges associated with negotiating paid work and unpaid chronic caregiving are provided. 相似文献
998.
Krista White 《College & Undergraduate Libraries》2017,24(2-4):393-417
ABSTRACTVisualizing Oral Histories: Comics and Graphic Novels/Digital Humanities Lab, is a new model for digital humanities scholarship that other librarians can follow to create and teach similar DH labs attached to humanities courses at other institutions. The model includes a preliminary syllabus and preliminary assignment rubrics designed to integrate the Association of College and Research Libraries (ACRL) “Framework for Information Literacy for Higher Education” (ACRL Framework) into course assignments. Incorporation of a DH lab into a humanities course curriculum reimagines librarian roles and creates a pedagogical strategy that explicitly incorporates information literacy standards into the undergraduate course curriculum. 相似文献
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