A challenging time in the history of lamaze international: an interview with francine nichols     

Zwelling E 《The Journal of perinatal education》2006,15(4):10-17

Dr. Francine Nichols-President of Lamaze International from 1988 to 1991 (when the organization was known as "the American Society for Psychoprophylaxis in Obstetrics" or "ASPO/Lamaze") and the founding editor of The Journal of Perinatal Education in 1990-is a woman with many skills that have contributed to her success throughout her career. Dr. Nichols is a knowledgeable leader in maternal-newborn nursing, a respected nurse and childbirth educator, a researcher, and an author. However, these skills were not the abilities she relied upon the most to lead the Lamaze organization through a challenging period in the 1980s; rather, Dr. Nichols's tenacity, business savvy, and willingness to face controversy helped guide Lamaze International back on track so that it was able to grow into the strong organization it remains today. This interview took place by telephone on June 12, 2006, when Dr. Nichols was in Washington, D.C., for the summer to coordinate the National Institute of Nursing Research's Summer Genetics Institute, a doctoral-level course cosponsored by Georgetown University.  相似文献   

Priorities,identity and the environment: Negotiating the early teenage years     

Chris Eames  Miles Barker  Carol Scarff 《The Journal of environmental education》2018,49(3):189-206

This study focuses on the negotiation of environmental identity by 10 New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focused on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence, and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. First, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools.  相似文献   

‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland     

Manuela Heinz  Kevin Davison  Elaine Keane 《欧洲师范教育杂志》2018,41(2):232-245

There has been extensive research internationally describing teachers’ homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers’ religious affiliations and/or convictions have rarely been explored. Since 96% of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education (ITE) applicants’ religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive ‘unchurching’ of Europe.  相似文献   

The Foodborne Outbreak Challenge—Using Experiential Learning to Foster Interdisciplinary Training Among Students on Foodborne Disease Outbreak Investigations          下载免费PDF全文

Alice E. White  Katherine R. Sabourin  Elaine Scallan 《Journal of Food Science Education》2018,17(2):60-65

The Integrated Food Safety Centers of Excellence aim to develop novel learning methods to educate and train the future public health workforce to investigate foodborne outbreaks. The Foodborne Outbreak Challenge (FOC) was a one‐day event hosted by the Colorado Integrated Food Safety Center of Excellence at the Colorado School of Public Health. The FOC incorporated experiential, problem‐based, and interdisciplinary pedagogies from case studies, simulation exercises, and public health case competitions, to deliver a novel learning experience that met the training needs of a multidisciplinary foodborne outbreak response team with diverse skills sets. The event received positive feedback, and participants demonstrated knowledge gain. Event materials are available for other institutions to use.  相似文献   

Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children     

Murtagh  Elaine M.  Sawalma  Jamil  Martin  Rosemarie 《Educational Research for Policy and Practice》2022,21(3):407-426

Educational Research for Policy and Practice - This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty...  相似文献   

Timeliness: A Discussion for Museums     

Joy Davis  Elaine Heumann Gurian  Emlyn Koster 《Curator: The Museum Journal》2003,46(4):353-361

  相似文献