The Experts below are selected from a list of 82596 Experts worldwide ranked by ideXlab platform

Shonn Haren - One of the best experts on this subject based on the ideXlab platform.

Laurel S. Maughan - One of the best experts on this subject based on the ideXlab platform.

  • Lessons learned about developing and coordinating an Instruction Program with freshman composition
    Reference Services Review, 2002
    Co-Authors: Paula S. Mcmillen, Bryan Miyagishima, Laurel S. Maughan
    Abstract:

    In the Spring of 2001, the Oregon State University Libraries began planning for a collaboration with the university’s freshman composition Program. In implementing this project, with no additional library resources, and with the majority of library faculty less experienced in working with freshman students, the coordinators of the Program learned numerous lessons which highlighted both the steps needed in initiating and maintaining a new Instruction Program, and the functions and competencies vital to providing Instructional leadership and coordination in an academic library. The following case study describes the process that the coordinators of this Instruction Program followed, and will discuss the important role that library Instruction coordinators have to play in starting a new Program of library Instruction.

  • using the acrl information literacy competency standards for higher education to assess a university library Instruction Program
    Journal of Library Administration, 2002
    Co-Authors: Jeanne R Davidson, P S Mcmillen, Laurel S. Maughan
    Abstract:

    Summary The Reference and Instruction Department at Oregon State University (OSU) was charged with creating a vision and goals for its Instruction Program. This article describes how we used the recently published ACRL Information Literacy Competency Standards for Higher Education as a framework for an initial self-study of our Instructional practice and for promoting the concept of information literacy at our institution. The process of assessing our current practice led to discussions with library and campus faculty about the value of information literacy and to a clearer articulation of our Instructional mission.

Jeanne Brooksgunn - One of the best experts on this subject based on the ideXlab platform.

  • the home Instruction Program for preschool youngsters hippy
    The Future of Children, 1999
    Co-Authors: Amy J L Baker, Chaya S Piotrkowski, Jeanne Brooksgunn
    Abstract:

    The Home Instruction Program for Preschool Youngsters (HIPPY) is a two-year home-based early education intervention Program designed to help parents with limited formal education prepare their four- and five-year-old children for school. This article begins with a brief overview of the HIPPY Program and then presents the findings from a series of interconnected research studies, including a two-site, two-cohort evaluation in New York and Arkansas, a one-site case study, and a three-site qualitative study. With respect to Program effectiveness, results varied across the New York and Arkansas sites and across participating cohorts at each site. For Cohort I, children who had been enrolled in HIPPY scored higher than children in the control/comparison groups on measures of cognitive skills (New York), classroom adaptation (New York and Arkansas), and standardized reading (New York); and more children were promoted to first grade (Arkansas). For Cohort II, comparison group children outperformed HIPPY children on school readiness and standardized achievement at posttest (Arkansas). Analyses to account for the differing results between cohorts were inconclusive. Qualitative analyses revealed considerable variation in parent involvement in HIPPY. Program staff identified four patterns of attrition from HIPPY: (1) early attrition within the first month after enrollment, (2) attrition between the Program's first and second years, (3) attrition due to changes in the life circumstances of participating families, and (4) attrition due to turnover among the home visitors. Families were more likely to participate in in-home than out-of-home aspects of the Program (for example, group meetings), but different family characteristics were associated with participation in the in- and out-of-home aspects of the Program. The authors conclude with recommendations for future practice and research.

M H Snow - One of the best experts on this subject based on the ideXlab platform.

  • effects of supplemental Instruction on mean test scores and failure rates in medical school courses
    Academic Medicine, 1996
    Co-Authors: S J Sawyer, P B Sylvestre, R A Girard, M H Snow
    Abstract:

    PURPOSE: To determine whether supplemental Instruction offered to first-year medical students reduces the number of examination failures. METHOD: A student-run, optional, supplemental-Instruction Program called the Medical Scholars Program (MSP) was offered at no cost to all first-year students at the University of Southern California School of Medicine in 1994-95. Supplemental Instruction was offered in a small-group format in biochemistry, gross anatomy, microanatomy, and physiology. Weekly two-hour sessions were conducted by second-year medical students during the first trimester of the year-1 curriculum. Mean test scores and failure rates for students considered academically at risk and those not at risk were compared between the class entering in 1994 and the classes matriculating during the preceding three years. At-risk students were defined as those with a total Medical College Admission Test score below 26 and a science grade-point average below 3.0. Comparisons were performed using two-tailed t-tests and chi-square tests. RESULTS: Statistically significant increases in mean test scores were achieved on most examinations by the class exposed to the MSP. Failure rates for at-risk students decreased by 46% during the year the MSP was offered. CONCLUSION: Supplemental Instruction can significantly improve student performance and therefore retention, particularly among at-risk students.

Amy J L Baker - One of the best experts on this subject based on the ideXlab platform.

  • the home Instruction Program for preschool youngsters hippy
    The Future of Children, 1999
    Co-Authors: Amy J L Baker, Chaya S Piotrkowski, Jeanne Brooksgunn
    Abstract:

    The Home Instruction Program for Preschool Youngsters (HIPPY) is a two-year home-based early education intervention Program designed to help parents with limited formal education prepare their four- and five-year-old children for school. This article begins with a brief overview of the HIPPY Program and then presents the findings from a series of interconnected research studies, including a two-site, two-cohort evaluation in New York and Arkansas, a one-site case study, and a three-site qualitative study. With respect to Program effectiveness, results varied across the New York and Arkansas sites and across participating cohorts at each site. For Cohort I, children who had been enrolled in HIPPY scored higher than children in the control/comparison groups on measures of cognitive skills (New York), classroom adaptation (New York and Arkansas), and standardized reading (New York); and more children were promoted to first grade (Arkansas). For Cohort II, comparison group children outperformed HIPPY children on school readiness and standardized achievement at posttest (Arkansas). Analyses to account for the differing results between cohorts were inconclusive. Qualitative analyses revealed considerable variation in parent involvement in HIPPY. Program staff identified four patterns of attrition from HIPPY: (1) early attrition within the first month after enrollment, (2) attrition between the Program's first and second years, (3) attrition due to changes in the life circumstances of participating families, and (4) attrition due to turnover among the home visitors. Families were more likely to participate in in-home than out-of-home aspects of the Program (for example, group meetings), but different family characteristics were associated with participation in the in- and out-of-home aspects of the Program. The authors conclude with recommendations for future practice and research.