Teaching Women     

Jo Anne Pagano 《Educational theory》1988,38(3):321-339

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Guest Editors' Column   总被引：1，自引：1，他引：0  

Teresa Kynell  Elizabeth Tebeaux  Jo Allen 《Technical Communication Quarterly》1997,6(3):245-247

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Science activities for young children     

Jean Shaw  Sally Blake  Mary Jo Cliatt 《Early Childhood Education Journal》1992,20(1):15-17

Science for young children, and older ones as well, should be a blend of development of science content, science processes, and positive attitudes toward science. When educators stress development and learning in these three interrelated and complementary areas, children learn how to explore science as they develop skill in using science processes such as observing, communicating, predicting, and inferring.Jean Shaw is Associate Professor of Elementary Education at the University of Mississippi. Sally Blake teaches at Kentucky Wesleyan College. The late Mary Jo Cliatt taught at the University of Mississippi.  相似文献   

A critical reflection on using food as learning materials     

Ramona Freeman  Terri Jo Swim 《Journal of Early Childhood Teacher Education》2013,34(1):83-88

Abstract

As early childhood teacher educators, we are thoroughly immersed in conversations about developmentally appropriate practice. Whether teachers should incorporate the use of food as learning materials is a case in point. As with many other concerns we ponder in our field, our task must be to define, clarify, and consider multiple perspectives in the pursuit of a rational justification of our position. In this paper we report the results of our careful review of theory and research that leads us to propose that using food as art material violates principles of best practice for three main reasons, because it: (1) teaches young children that it is acceptable to eat play materials and to play with food, (2) teaches young children that it is acceptable practice to waste limited resources, (3) violates many premises of multicultural education, or teaching children about diverse ethnic groups.  相似文献   

Identification of a fungal community on gilded wood carved heritage     

Ana Catarina Pinheiro  Bruna P. Oliveira  Cristina Veríssimo  João C. Brandão  Laura Rosado  Valme Jurado  Maria Filomena Macedo 《Journal of Cultural Heritage》2013,14(1):76-81

During restoration activities, a fungal reddish area was noted on a gilded wood carved ceiling decoration from a sacristy of a church in Aveiro, Portugal. The protocols used to identify the fungal community present in this wooden material included the classical culturing methods and a molecular biology protocol based on the ability of denaturing high performance liquid chromatography (DHPLC) to separate fungal DNA from several species. This last method complemented the results obtained with the traditional culturing method approach and the overall study revealed three fungal species: Serpula lacrymans (Wulfen) P. Karsten, Paecilomyces lilacinus (Thom) Samson and Penicillium chrysogenum Thom. This is, to the author's knowledge, the first documented case of S. lacrymans in Portuguese built cultural heritage. Despite the antifungal solution applied and the dryer environment recommended, the water activity (Aw) levels recorded on location are still dangerously high and may allow fungal regrowth. Periodic inspections were advised.  相似文献   

Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom     

Katie A. Gilligan-Lee  Alice Bradbury  Charlotte Bradley  Emily K. Farran  Jo Van Herwegen  Dominic Wyse  Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.  相似文献   

Mental Health Help-Seeking Experience and Attitudes in Asian American,Multiracial American,and White American Emerging Adults     

Nakamura  Lisa  Jo  Duckhyun  Masuda  Akihiko 《International journal for the advancement of counseling》2022,44(3):432-452

In this cross-sectional survey, we examined the direct and indirect mental health help-seeking experiences and relevant psychological factors in Asian American, multiracial American, and White American emerging adults aged 18–25 years old. The study sample consisted of 384 Asian American (249 women, 135 men), 244 multiracial American (172 women, 72 men), and 245 White American (190 women, 55 men) emerging adults, who were recruited from a four-year public university in the state of Hawai?i of the United States (U.S.). Results revealed that Asian American and multiracial American emerging adults were less likely to: (a) have previous experience of seeking professional psychological services: (b) have been prescribed, or are currently taking, a psychotropic medication; (c) know someone close to them who had sought psychological services; or (d) know someone close to them who was diagnosed with a psychological disorder, compared to their White American peers. We also discuss implications of the present findings, limitations of the study, and future directions in this line of research.

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Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school     

Laura Scholes  Elizabeth Wallace  Sue Walker  Jo Lunn Brownlee  Veronica Lawson 《British Educational Research Journal》2022,48(2):272-291

Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion within diverse cultural settings. Critical research highlights the relationship between epistemic cognition (views about the nature of knowledge and knowing) and reasoning. In this paper, we argue that this relationship is likely to be important in reasoning about moral values for inclusion in culturally diverse schools. However, we know little about how children in diverse educational settings reason about and enact school values for inclusion. Our study addresses this gap by examining primary school children’s epistemic reasoning about the social inclusion of peers with a focus on justifications for inclusion/exclusion of aggressive peers. Twenty-six children (10–11 years old) from one culturally diverse school community in Australia were asked to illustrate (drawings) and reflect on (15–20 minute interviews) a conflict situation involving exclusion from play. The findings showed that most children reasoned about including/excluding others based on a ‘one right answer’ pattern which reflected an explicit focus on following the school rules. Fewer children moved ‘beyond right answers’ to show transition towards perceiving multiple perspectives in their reasoning about inclusion/exclusion. Implications for values education are discussed.  相似文献   

Translating Current Science into Materials for High School via a Scientist–Teacher Partnership     

Julie C. Brown  Julie R. Bokor  Kent J. Crippen  Mary Jo Koroly 《Journal of Science Teacher Education》2014,25(3):239-262

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers’ practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist–teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.  相似文献   

Physical Therapists’ Perceptions of Knowledge and Clinical Behavior Regarding Cardiovascular Disease Prevention     

R Scott Van Zant  Kelly Jo Cape  Katrina Roach  Janie Sweeney 《Cardiopulmonary Physical Therapy Journal》2013,24(2):18-26

Purpose

The study purpose was to assess perceptions of physical therapists (PTs) regarding the role of physical therapy in cardiovascular disease (CVD) prevention.

Methods

A 25-item survey, validated by expert cardiovascular/pulmonary (CVP) PTs, was sent electronically to 2,673 PTs. Each item represented an element of clinical practice behavior: education of CVD/risk factors (EDCVD), administration of primary CVD prevention (PRECVD), identifying underlying CVD/risk factors (IDCVD), monitoring CV status in patients with CVD (MONCVD). Responses were assigned numeric values (strongly agree = 5 to strongly disagree = 1), and mean element scores were analyzed.

Results

Most of the 516 respondents were APTA Section members (34% CVP Section, 42% other Section membership) and worked in academia (53%). Items showing a high (> 95%) level of agreement included patient education of smoking (97%) and monitoring exercise intensity (99%), assessing exercise benefits (99%), clinically identifying obesity (97%) and hypertension (97%), and monitoring CV response to exercise (99%). Items failing to reach 80% overall agreement were patient education of CVD medications (79%) and blood chemistry (72%), and assessing CVD family history (75%), patient BMI (60%), and body composition (33%). Identifying underlying CVD (77.2%) was the only practice behavior failing to reach 80% agreement. Outpatient PTs agreed significantly less to all elements vs. academics, and to IDCVD vs. all PTs except home health.

Conclusions

Physical therapists support most CVD prevention behaviors, but not given elements of patient education and identifying underlying CVD/risk factors.Key Words: cardiovascular disease, primary disease prevention, secondary disease prevention  相似文献