295 research outputs found
sj-docx-1-asm-10.1177_10731911231195844 – Supplemental material for Validation of Self-Administered Visual and Verbal Episodic Memory Tasks in Healthy Controls and a Clinical Sample
No full textSupplemental material, sj-docx-1-asm-10.1177_10731911231195844 for Validation of Self-Administered Visual and Verbal Episodic Memory Tasks in Healthy Controls and a Clinical Sample by Darlene P. Floden, Olivia Hogue, Abagail F. Postle and Robyn M. Busch in Assessment</p
sj-docx-2-msj-10.1177_13524585221127941 – Supplemental material for A proposed new taxonomy of cognitive phenotypes in multiple sclerosis: The International Classification of Cognitive Disorders in MS (IC-CoDiMS)
No full textSupplemental material, sj-docx-2-msj-10.1177_13524585221127941 for A proposed new taxonomy of cognitive phenotypes in multiple sclerosis: The International Classification of Cognitive Disorders in MS (IC-CoDiMS) by Laura M Hancock, Rachel Galioto, Alexey Samsonov, Robyn M Busch, Bruce Hermann and Jordi A Matias-Guiu in Multiple Sclerosis Journal</p
sj-docx-1-msj-10.1177_13524585221127941 – Supplemental material for A proposed new taxonomy of cognitive phenotypes in multiple sclerosis: The International Classification of Cognitive Disorders in MS (IC-CoDiMS)
No full textSupplemental material, sj-docx-1-msj-10.1177_13524585221127941 for A proposed new taxonomy of cognitive phenotypes in multiple sclerosis: The International Classification of Cognitive Disorders in MS (IC-CoDiMS) by Laura M Hancock, Rachel Galioto, Alexey Samsonov, Robyn M Busch, Bruce Hermann and Jordi A Matias-Guiu in Multiple Sclerosis Journal</p
"Exploring Our Sexualities" - Noted Author and Activist Robyn Ochs to Present Workshop and Interactive Presentation at U of M Crookston on Wednesday, April 22, 2009
No full textTollefson, Elizabeth. (2009). "Exploring Our Sexualities" - Noted Author and Activist Robyn Ochs to Present Workshop and Interactive Presentation at U of M Crookston on Wednesday, April 22, 2009. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/222053
Promoting reasoning, problem-solving and argumentation during small group discussions
No full textCooperative learning is widely accepted as a pedagogical practice that can be employed in classrooms to promote students engagement and learning. When children cooperate, they learn to attend to what others have to say, provide and receive assistance, affirm and disconfirm conceptions, and, in so doing, they develop mutual understandings of the topic at hand. From a Vygotskian perspective, the group context enables members to engage in dialogic exchanges and think about issues in ways they may have never previously considered. In so doing, information and ideas are exchanged, transformed and appropriated so they become new ways of thinking or knowledge building. Moreover, when children engage in reciprocal interactions with each other, they learn to use language differently to explain experiences and realities and, in so doing, they find new functions for language in expressing their thoughts and feelings. In fact, talk is so important that it now recognised as more than a means of sharing thoughts; it is also a social mode of thinking and a tool for the joint construction of knowledge and new learning. However, although it is well acknowledged that students benefit from interacting with others, it is only recently that research has begun to examine the role that teachers play in promoting student dialogue in the classroom. This is a concern because there is no doubt that teachers play a key role in inducting children into ways of thinking and learning by making explicit how to express ideas, seek help, contest opposing positions, and reason cogently. In short, teachers play a key role in helping students to acquire the linguistic tools needed to promote thinking, problem-solving, and reasoning. This chapter reports on two studies undertaken by the author that illustrate how teachers' discourse affects students' discourse, problem-solving and reasoning (Study 1) and how teachers can challenge students' cognitive and metacognitive thinking to promote reasoned argumentation and learning (Study 2). The studies highlight the importance of systematically constructing experiences in classrooms to teach these skills to students
Citation for author's submitted version Citation for publisher's version
No full text. Quantitative PCR confirms culture as the gold standard for detection of lower airway infection by nontypeable Haemophilus influenzae in Australian Indigenous children with bronchiectasis. Retrieved from http://espace.cdu.edu.au/view/cdu:38464 Citation for publisher's version Hare, Kim M., Marsh, Robyn Leanne, Binks, Michael John, Grimwood, Keith, Pizzutto, Susan, Leach, Amanda, Chang, Anne Bernadette and Smith-Vaughan, Heidi (201
A descriptive study of emotional-behavioral adjustments, self-concepts and aspirations of homeless children, 1993
No full textThis is a descriptive study of Emotional-Behavioral adjustments, self-concepts and aspirations of homeless children. Data were collected through interviews with homeless families draw from a sample of convenience. The findings reveal that this sample population of homeless children did not exhibit severe anxiety, depression or aggressive behaviors. Implications for social work practices are discussed
Pedagogical practices for the development and improvement of reading
No full textThis chapter is concerned with contemporary pedagogies and practices related to the development of and improvement in reading achievement. First, the author will describe reading as one of a uumber of literacies students use in school contexts. The reading of print will be discussed in relationship to multiliteracies and curriculum literacies in primary and secondary school settings. Reference will be made to the Four Resource Model of Reading (Luke & Freebody, 1990). Second, the author will examine the multiple meanings of evidence-based reading instruction pointing to the debate that has emerged in the field of reading. Drawing on the literature, the autbor will argue that tbere is no single reading program that is suitable for all children and teachers should use evidence-based pedagogies and practices that contribute to the development of, and improvement in, reading achievement. Third, the author will examine three main influences on the identification of evidence-based pedagogies and practices for the teaching of reading. Specifically, the author will refer to the role of the teacher, the students and their individual needs, and the role of context, namely school and system influences. Finally, the author will conclude the chapter by providing some guidelines for teachers in reviewing evidence-based pedagogies and practices for the teaching of reading
A taxonomic approach to cognitive diagnostics is viable and achievable in MS
No full text20.500.12530/8785
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