How toddlers and preschoolers learn to uniquely identify referents for others: a training study     

Matthews D  Lieven E  Tomasello M 《Child development》2007,78(6):1744-1759

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What does the counseling field say about sexuality?A content analysis     

Robert J. Zeglin  Danielle R. M. Niemela  Melissa Vandenberg 《American journal of sexuality education》2019,14(1):55-73

Despite the counseling field adopting holistic health and developmental frameworks, sexual health is often absent or underrepresented in these discussions. Via content analysis, the authors examined publications in three counseling journals to assess the current state of the sexuality literature in the field. Almost half (46.6%) of publications are on the topic of sexual identity. There are notable gaps in the literature on topics related to anatomy/physiology, sexual functioning, and pleasure/sexual lifestyle. Implications for counselors and counselor training are discussed.  相似文献   

Addressing Equity and Diversity with Teachers Though Informal Science Institutions and Teacher Professional Development     

Randy Yerrick  Danielle Beatty-Adler 《Journal of Science Teacher Education》2011,22(3):229-253

This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to ‘real world’ experiences outside their school setting, and (c) positively impact teacher practice by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers, scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications for teacher education and outreach are discussed.  相似文献   

Neural Differences in Bilingual Children's Arithmetic Processing Depending on Language of Instruction     

Katrien Mondt  Esli Struys  Maurits Van den Noort  Danielle Balériaux  Thierry Metens  Philippe Paquier  Piet Van de Craen  Peggy Bosch  Vincent Denolin 《Mind, Brain, and Education》2011,5(2):79-88

Many children in bilingual regions follow lessons in a language at school (school‐language) that they hardly ever speak at home or in other informal settings. What are the neural effects of this phenomenon? This functional magnetic resonance imaging (fMRI) study investigates the effects of using school‐language on brain activity during a high cognitive task in two groups of French/Dutch bilingual children. Participants were asked to assess the correctness of 3‐operand (e.g., 5 ? 2 = 3) and 4‐operand (e.g., 3 ? 2 = 1 + 4) equations, respectively. Instructions about the task were given either in the children's school‐language or in another language that they only used at home. It was found that although both groups recruited a visuomotor occipitofrontal network in the left hemisphere, the children who performed the task in their school‐language showed less activation than the children who did not, indicating the importance of language of instruction for bilingual children's arithmetic processing.  相似文献   

Life after LEAD: A Retrospective Analysis of What Members Learned from a Collegiate Disability Awareness Group     

Christa S. Bialka  Danielle Morro 《Innovative Higher Education》2018,43(6):415-430

Interactional diversity, defined as informal engagement with diverse peers that occurs outside of the classroom, is one way for colleges and universities to facilitate connections between and among students (Bowman, 2010). Little is known, however, about the enduring effects of interactional diversity, particularly as it relates to disability. LEAD, an institutional, undergraduate disability awareness group, provides context for the exploration of interactional diversity and disability. The purpose of this retrospective, qualitative study was to understand what 17 LEAD alumni believed they learned as a result of their interactions with peers with disabilities. The results of this research highlight the potential of collegiate disability awareness groups and their importance as a possibility for promoting interactional diversity.  相似文献   

Virtual Reality Bell-Ringer: The Development and Testing of a Stereoscopic Application for Human Gross Anatomy     

Danielle Brewer-Deluce  Alex B. Bak  Abigail J. Simms  Sakshi Sinha  Josh P. Mitchell  David Shin  Anthony N. Saraco  Bruce C. Wainman 《Anatomical sciences education》2021,14(3):330-341

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Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills     

Danielle S. Fox  Leanne Elliott  Heather J. Bachman  Elizabeth Votruba-Drzal  Melissa E. Libertus 《Child development》2024,95(3):734-749

Children's spatial activities and parental spatial talk were measured to examine their associations with variability in preschoolers' spatial skills (N = 113, M_age = 4 years, 4 months; 51% female; 80% White, 11% Black, and 9% other). Parents who reported more diversity in daily spatial activities and used longer spatial talk utterances during a spatial activity had children with greater gains in spatial skills from ages 4 to 5 (β = .17 and β = .40, respectively). Importantly, this study is the first to move beyond frequency counts of spatial input and investigate the links among the diversity of children's daily spatial activities, as well as the complexity of parents' spatial language across different contexts, and preschoolers' gains in spatial skills, an important predictor of later STEM success.  相似文献   

Social Media Guidelines for Anatomists     

Catherine M. Hennessy  Danielle F. Royer  Amanda J. Meyer  Claire F. Smith 《Anatomical sciences education》2020,13(4):527-539

Social Media has changed the way that individuals interact with each other - it has brought considerable benefits, yet also some challenges. Social media in anatomy has enabled anatomists all over the world to engage, interact and form new collaborations that otherwise would not have been possible. In a relatively small discipline where individuals may be working as the only anatomist in an institution, having such a virtual community can be important. Social media is also being used as a means for anatomists to communicate with the current generation of students as well as members of the public. Posting appropriate content is one of the challenges raised by social media use in anatomy. Human cadaveric material is frequently shared on social media and there is divided opinion among anatomists on whether or not such content is appropriate. This article explores the uses and challenges of social media use in the field of anatomy and outlines guidelines on how social media can be used by anatomists globally, while maintaining professional and ethical standards. Creating global guidelines has shown to be difficult due to the differences in international law for the use of human tissue and also the irregularities in acquiring informed consent for capturing and sharing cadaveric images. These nuances may explain why cadaveric images are frequently shared on social media. This article proposes that as standard practice, anatomists obtain informed consent from donors before sharing images of cadaveric material on social media and ensure posts include a statement stating the same.  相似文献   

Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure during Object Project Skill Performance     

Ryan S. Sacko  Keith Brazendale  Ali Brian  Kerry McIver  Danielle Nesbitt  Craig Pfeifer 《Measurement in physical education and exercise science》2019,23(2):148-158

This study compared the energy expenditure (EE) levels during object projection skill performance (OPSP) as assessed by indirect calorimetry and accelerometry. Thirty-four adults (female n = 18) aged 18–30 (23.5 ± 2.5 years) performed three, 9-min sessions of kicking, over-arm throwing, and striking performed at 6-, 12-, and 30-sec intervals. EE was estimated (METS) using indirect calorimetry (COSMED K4b2) and hip-worn accelerometry (ActiGraph GT3X+). EE using indirect calorimetry demonstrated moderate-intensity physical activity (3.4 ± 0.7 METS––30-sec interval, 5.8 ± 1.2 METS––12-sec interval) to vigorous intensity physical activity (8.3 ± 1.7 METS––6-sec interval). However, accelerometry predicted EE suggested only light-intensity physical activity (1.7 ± 0.2 METS––30-sec interval, 2.2 ± 0.4 METS––12-sec interval, 2.7 ± 0.6 METS––6-sec interval). Hip-worn, ActiGraph GT3X+ accelerometers do not adequately capture physical activity intensity levels during OPSP, regardless of differences in skill performance intervals.  相似文献   

Thoughts about the Possibility of Return: Exploring the Potential New College Life     

Philip J. Rosenbaum  Danielle Oakley 《Journal of College Student Psychotherapy》2020,34(3):173-182

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