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    • 34 Chapter 5 Discussion The purpose of this study was to discover the involvement of college students in service and explore the enhancement of their learning because of refection, the reason for their choice for service sites, and whether their...
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    • 36 sites? Here again, important factors for practical use is evident ranging from potential for impact, the type of project suited to the audience and match of skill with the project. The male participants tended to chose sites where they felt that...
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    • 23 involves working with word meaning and understanding text. Currently, “direct screenings in the areas of vocabulary and comprehension have yet to be developed for elementary learners” (Mesmer & Mesmer, 2008, p. 289). Fuchs and Fuchs go on to...
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    • 41 References Albert, L. S. (2004).Universities at their best. Education Digest, 23, 14-19. Astin, A. W. (1985). Achieving educational excellence. San Francisco, CA: Jossey-Bass. Astin, A. W. (1997). Liberal education and democracy: The case for...
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    • No pirates no princesses 61 live as he lives, with false ideas of money. Modeling will be discussed further in this discussion under social cognitive theory. The second strategy that mothers use is vigilance, being aware of moral threats and using...
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    • 47 References Bailey, R. (2006). Physical education and sport in school: a review of benefits and outcomes. Journal Health, 76(8), 398-­‐401. Bauman, A. (2004). Updating the evidence that physical activity is good for heath: An epidemiological rev...
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    • No pirates no princesses 66 Kane and Tedeschi, 1997). The classic ―bobo doll‖ study of Bandura, Ross and Ross (1961) demonstrated that children model unusual levels of aggressiveness after viewing an adult‘s aggression toward the object. An...
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    • 39 some studies may not be as universal as anticipated but can give a baseline from which to start. All teachers commented on the frustration of seeing the best thing come and go to be replaced by the next best thing. All of the participants were...
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    • THE WEB 235 Appendix 2: ACRL Standards Standards, Performance Indicators, and Outcomes Standard One The information literate student determines the nature and extent of the information needed. Performance Indicators: 1. The information literate...
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    • 128 Hypothesis 1: Information sources have a positive effect on travel motive Hypothesis 1 predicted that information sources would positively affect travel motive and was supported with a coefficient of 0.264. Respondents indicated sources...
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    • 46 References Al Otaiba, S., Kosanovich-Grek, M., Torgesen, J., Hassler, L., & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of No Child Left Behind: An exploratory study. Reading & Writing Quarterly, 21(4),...
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    • THE WEB 236 c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book) d. Identifies the purpose and audience of potential resources (e.g., popular...
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    • 47 Fantuzzo, J., Rouse, H., McDermott, P., Sekino, Y., Childs, S., & Weiss, A. (2005). Early childhood experiences and kindergarten success: A population-based study of a large urban setting. School Psychology Review, 34(4), 571-588. Fielding, L....
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    • THE WEB 237 The information literate student accesses needed information effectively and efficiently. Performance Indicators: 1. The information literate student selects the most appropriate investigative methods or information retrieval systems...
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    • 48 Lo, Y., Wang, C., Haskell, S. (2009). Examining the impacts of early reading intervention on the growth rates in basic literacy skills of at-risk urban kindergarteners. The Journal of Special Education, 43(1), 12-28. Manning, S., Stanford, B., &...
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    • THE WEB 238 3. The information literate student retrieves information online or in person using a variety of methods. Outcomes Include: a. Uses various search systems to retrieve information in a variety of formats b. Uses various classification...
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    • THE WEB 239 a. Selects among various technologies the most appropriate one for the task of extracting the needed information (e.g., copy/paste software functions, photocopier, scanner, audio/visual equipment, or exploratory instruments) b. Creates...
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    • THE WEB 240 d. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information 3. The information literate student synthesizes main ideas to...
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    • THE WEB 241 e. Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions f. Integrates new information with previous information...
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    • THE WEB 242 c. Reviews information retrieval sources used and expands to include others as needed Standard Four The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific...
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