Overcoming exclusion: social justice through education     

Dorothy Howie 《教育心理学》2014,34(4):526-527

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Surviving your teaching practice     

Dorothy J. McMillan 《International Journal of Early Years Education》2012,20(1):94-95

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March     

Dorothy Lee Richardson 《The Educational forum》2013,77(3)

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“Of one blood … all nations”     

Dorothy Lee Richardson 《The Educational forum》2013,77(2)

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A Review of “America’s Top Rated Cities 2009: A Statistical Handbook”     

Dorothy A. Mays 《Journal of Business & Finance Librarianship》2013,18(3):263-265

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November     

Dorothy Lee Richardson 《The Educational forum》2013,77(1)

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Studying the Use of Peer Learning in the Introductory Computer Science Curriculum     

Craig E. Wills  Dorothy Deremer  Renee A. McCauley  Linda Null 《Computer Science Education》2013,23(2):71-88

This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum.  相似文献   

Recovery of conditioned fear by a single postextinction shock: Effect of similarity of shock contexts and of time following extinction     

McAllister WR  McAllister DE 《Learning & behavior》2006,34(1):44-49

Subjects in six experimental groups (n = 16 each) received one-trial passive avoidance (PA) training in which shock was delivered upon movement from a white wooden floor compartment to a black grid compartment. Then fear was extinguished (30 min) in the black compartment. After either 24 or 168 h, all the groups were treated in a room distinctively different from the training room. At each interval, one group received a shock in an apparatus similar to the conditioning box, another received a shock in a dissimilar apparatus, and another was placed in a neutral box. A PA test trial in the training apparatus indicated reinstatement of extinguished fear in all the groups given a postextinction shock except the 24-h dissimilar group. Control groups revealed that the extinction treatment was effective and that spontaneous recovery was not evident. The results were explained in terms of classical conditioning, stimulus generalization, and the broadening (flattening) of stimulus generalization gradients with time.  相似文献   

South African Deaf education and the Deaf community     

Storbeck C  Martin D  Parkin I  Magongwa L  Druchen BP  Batchelor M  McIlroy G  De Villiers D  Captieux-Bhana N  Rasebopye L  Rasebopye D  Krige-Henderson S  Krige F  Louw A  Surtees T  Smit AL  Cox R  Henderson M 《American annals of the deaf》2010,155(4):488-518

In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.  相似文献   

Prenatal Antecedents of Newborn Neurological Maturation     

Janet A. DiPietro  Katie T. Kivlighan  Kathleen A. Costigan  Suzanne E. Rubin  Dorothy E. Shiffler  Janice L. Henderson  Joseph P. Pillion 《Child development》2010,81(1):115-130

Fetal neurobehavioral development was modeled longitudinally using data collected at weekly intervals from 24 to 38 weeks gestation in a sample of 112 healthy pregnancies. Predictive associations between 3 measures of fetal neurobehavioral functioning and their developmental trajectories to neurological maturation in the first weeks after birth were examined. Prenatal measures included fetal heart rate (FHR) variability, fetal movement, and coupling between fetal motor activity and heart rate patterning; neonatal outcomes include a standard neurologic examination ( n  =   97) and brainstem auditory evoked potential (BAEP; n  =   47). Optimality in newborn motor activity and reflexes was predicted by fetal motor activity, FHR variability, and somatic–cardiac coupling predicted BAEP parameters. Maternal pregnancy-specific psychological stress was associated with accelerated neurologic maturation.  相似文献