A meta-analysis of research on science teacher education practices associated with inquiry strategy     

Gary L. Sweitzer  Ronald D. Anderson 《科学教学研究杂志》1983,20(5):453-466

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Light-ness of Being in the Primary Classroom: Inviting conversations of depth across educational communities   总被引：1，自引：0，他引：1  

Darlene L.  Witte-Townsend & Anne E.  Hill 《Educational Philosophy and Theory》2006,38(3):373-389

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Epilepsy in Children with ASD: An Overview of Evaluation Procedures,Child Characteristics and Treatment Options     

Anne Boothe  Nina Zuna 《International Journal of Disability, Development & Education》2019,66(1):1-18

The rates of epilepsy among children with autism spectrum disorders (ASD) are higher than that of the general population. The exact prevalence and aetiology of the comorbidity of autism and epilepsy are not well understood; however, the connection is well-documented. This common comorbidity makes the treatment of epilepsy increasingly complex for children with ASD. The purpose of this article is to provide an overview of the relevant literature for individuals with epilepsy with a particular focus on individuals with both ASD and epilepsy according to the following framework: (a) evaluation procedures, (b) child characteristics and outcomes and (c) treatment options. Thirty articles met specific inclusion criteria. Several treatment options for epilepsy in children with ASD were uncovered, including medications, vagus nerve stimulation and surgery. Still, more research is needed to identify comprehensive treatments that have been empirically proven to be successful for children with ASD.  相似文献   

REMEMBERING A FRIEND     

Mary Anne Raywid 《Educational theory》1993,43(2):235-239

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The Norwegian perspective on issues of quality in day care     

Anne I. H. Borge  Ellen Hartmann  Steinar Strøm 《European Journal of Psychology of Education - EJPE》1996,11(2):129-137

Since 1953, Norwegian national standards regulate ratios of children to staff, training requirements, group sizes, leadership and subsidies. Both national and local subsidies support the management and quality level of day care centers. In Norway a current viewpoint on quality in day care is to stimulate innovation in day care activities by rewarding local initiative and creativity. Outdoor activities and giving the children freedom to learn are highly valued. Preschool teacher education, which is three years at college, shares a common frame of a governmental curricular guideline as well as a nationwide curriculum for day care. A responsive and warm interaction between staff, children and parents is a definite moral value of the preschool teacher profession. Current issues of quality are related to the shortage of highly qualified directors and leaders in public day care as well as the expansion of private centers with questionable quality. Quality control of day care centers is now discussed as a necessary surveillance system of the quality of contexts and interactions in children’s daily life.  相似文献   

Student conceptions of natural selection and its role in evolution     

Beth A. Bishop  Charles W. Anderson 《科学教学研究杂志》1990,27(5):415-427

Pretests and posttests on the topic of evolution by natural selection were administered to students in a college nonmajors' biology course. Analysis of test responses revealed that most students understood evolution as a process in which species respond to environmental conditions by changing gradually over time. Student thinking differed from accepted biological theory in that (a) changes in traits were attributed to a need-driven adaptive process rather than random genetic mutation and sexual recombination, (b) no role was assigned to variation on traits within a population or differences in reproductive success, and (c) traits were seen as gradually changing in all members of a population. Although students had taken an average of 1.9 years of previous biology courses, performance on the pretest was uniformly low. There was no relationship between the amount of previous biology taken and either pretest or posttest performance. Belief in the truthfulness of evolutionary theory was also unrelated to either pretest or posttest performance. Course instruction using specially designed materials was moderately successful in improving students' understanding of the evolutionary process.  相似文献   

Childhood abuse and later parenting outcomes in two American Indian tribes     

Libby AM  Orton HD  Beals J  Buchwald D  Manson SM;AI-SUPERPFP Team 《Child abuse & neglect》2008,32(2):195-211

OBJECTIVES: To examine the relationship of childhood physical and sexual abuse with reported parenting satisfaction and parenting role impairment later in life among American Indians (AIs). METHODS: AIs from Southwest and Northern Plains tribes who participated in a large-scale community-based study (n=3,084) were asked about traumatic events and family history; those with children were asked questions about their parenting experiences. Regression models estimated the relationships between childhood abuse and parenting satisfaction or parenting role impairment, and tested for mediation by depression or substance use disorders. RESULTS: Lifetime substance use disorder fully mediated the relationship between childhood physical abuse and both parenting satisfaction and parenting role impairment in the Northern Plains tribe. There was only partial mediation between childhood sexual abuse and parenting role impairment in the Southwest. In both tribes, lifetime depression did not meet the criteria for mediation of the relationship between childhood abuse and the two parenting outcomes. Instrumental and perceived social support significantly enhanced parenting satisfaction; negative social support reduced satisfaction and increased the likelihood of parenting role impairment. Exposure to parental violence while growing up had deleterious effects on parenting outcomes. Mothers and fathers did not differ significantly in the relation of childhood abuse experience and later parenting outcomes. CONCLUSIONS: Strong effects of social support and mediation of substance abuse disorders in the Northern Plains offer direct ways in which childhood victims of abuse could be helped to avoid negative attributes of parenting that could put their own children at risk. PRACTICE IMPLICATIONS: Mothers were not significantly different from fathers in the relation of abusive childhood experiences and later parenting outcomes, indicating both are candidates for interventions. Strong effects of social support offer avenues for interventions to parents. The prevalence of substance use disorders and their role as a mediator of two parenting outcomes in the Northern Plains should focus special attention on substance use treatment, especially among those who experienced childhood victimization. These factors offer direct ways in which childhood victims of abuse can be helped to avoid negative attributes of parenting that could put their own children at risk of violence.  相似文献   

The use of questions within in-the-moment coaching in initial mathematics teacher education: enhancing participation,reflection, and co-construction in rehearsals of practice     

Robin Averill  Michael Drake  Dayle Anderson  Glenda Anthony 《Asia-Pacific Journal of Teacher Education》2016,44(5):486-503

Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.  相似文献   

Norway     

Anne‐Lise Høstmark Tarrou 《欧洲师范教育杂志》1991,14(3):275-286

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The evolution and evaluation of massive open online courses: MOOCs in motion     

Anne Gaskell 《Open Learning》2018,33(1):75-77

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