Development and testing of a prenatal breastfeeding education intervention for Hispanic women          下载免费PDF全文

Schlickau J  Wilson M 《The Journal of perinatal education》2005,14(4):24-35

Many immigrant Hispanic women in the United States choose to bottle-feed rather than breastfeed. This article describes an intervention that was developed and tested in a two-step process. Two studies were undertaken. First, a qualitative inquiry explored the breastfeeding beliefs, attitudes, meanings, and practices of Hispanic women. Results informed the design of a culturally appropriate prenatal breastfeeding education intervention. Secondly, the researchers undertook a quantitative study of the intervention's success in increasing breastfeeding duration among Hispanic women. Methodology and findings of this study have implications for future interventions that promote breastfeeding.  相似文献   

Touching creativity; a review and early pilot test of haptic tooling to support design practice,within a distance learning curriculum     

Lisa Jane Bowers 《Open Learning》2019,34(1):6-18

ABSTRACT

Machine haptics has been shown to assist and enhance human–computer interactions. Research from previous studies in the field of haptics has focused on developing a user’s sense of realism of touch when using a haptic device. This paper examines the use of haptics for education, specifically for creative online education. The paper is presented in two parts. First, a review of literature was conducted and used to aid the rationale and underpin the design of a pilot test. Second, a pilot test was designed using a single-point kinaesthetic haptic device with a haptic rendered interface, to support the assembly of a virtual design prototype. The pilot test proved to be extremely valuable in creating and developing a rich virtual environment for non-sighted and sighted participants to use. The results from the initial pilot test showed that although users were positive about their experience of using the haptic device, there were improvements to be made to the interface to enhance the user experience in the next phase of testing.  相似文献   

Gender and the politics of experience: change and continuity     

Jane Martin 《Gender and education》2007,19(1):127-131

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Diversity in New Zealand early childhood education: challenges and opportunities     

Mary Jane Shuker  Sue Cherrington 《International Journal of Early Years Education》2016,24(2):172-187

The early childhood education (ECE) sector in New Zealand has long been recognised for the diversity of service types and range of organisations involved in delivering ECE. However, less attention has been paid to diversity within individual ECE services. This article draws on a national survey carried out as part of a larger project, The Diversity of Diversity in Early Childhood Education, focusing on teachers’ perceptions of challenges and successes encountered when working with children from diverse family backgrounds. Educators’ attitudes towards diversity clearly influence whether they perceive working with diverse children and families positively or as a challenge. We argue that possessing positive dispositions and attitudes that enable educators to truly welcome, acknowledge and embrace diversity, together with access to professional knowledge and support services, are critical. The implications of this for policy and practice are then considered.  相似文献   

Motivation across domains: Do goals and attributions change with subject matter for Grades 4 and 5 students?     

Jane S. Vogler  Linda Bakken 《Learning Environments Research》2007,10(1):17-33

This study explored a theory for motivation which included aspects of both attribution theory and goal theory. Motivational variables included beliefs about intelligence (entity or incremental), goal orientation (mastery/learning, performance-approach, performance-avoidance) and avoidant behaviours. Grades 4 and 5 students from a large, metropolitan school district were surveyed regarding these motivational variables across the academic domains of reading and mathematics. The relationships among these motivational variables were explored, as well as differences across domains. A diverse sample allowed differences across ethnic groups and socioeconomic status to be studied. Results indicate that children could have a generalised notion of motivation that becomes differentiated when students are asked to reflect on these variables within specified domains. The existence of few differences across ethnic and socioeconomic groups suggest that instructional style could be a more powerful influence than either of these variables.  相似文献   

Boxing clever: using shoeboxes to support home–school knowledge exchange     

Pamela Greenhough  Mary Scanlan  Anthony Feiler  David Johnson  Wan Ching Yee  Jane Andrews  Alison Price  Maggie Smithson  Martin Hughes 《Literacy》2005,39(2):97-103

A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning.  相似文献   

“Circle of Friends”—An Exploration of Impact Over Time     

Norah Frederickson  Laura Warren  Jane Turner 《Educational Psychology in Practice》2005,21(3):197-217

This study investigated the impact of different aspects of the circle of friends (CoF) intervention. A naturalistic sample of 14 primary‐aged children with a range of special educational needs were involved, seven of whom were followed‐up a term later, to assess medium‐term impact. The whole‐class meeting was found to be effective in increasing the social inclusion of the focus children. However, with the exception of one child with an autistic spectrum disorder (ASD), the weekly CoF meetings produced no measurable further improvements. Possible explanations for the pattern of findings and implications for educational psychology practice are discussed.  相似文献   

The myth of equality in science classrooms     

Jane Butler Kahle  Marsha K. Lakes 《科学教学研究杂志》1983,20(2):131-140

An analysis of the 1976-1977 NAEP survey of science attitudes showed that, by age nine, females, although expressing similar or greater desires to participate in science activities, had consistently fewer experiences in science than boys of the same age. Science activities surveyed included use of common experimental materials and instruments, observation of scientific phenomena, and field trips. At ages 13 and 17, girls again reported fewer classroom and extracurricular science activities than boys. Their responses indicated narrow perceptions of science and of the usefulness of scientific research. In addition, they displayed generally negative attitudes toward science classes and careers. Suggestions to eliminate the inequalities found are offered.  相似文献   

Managerial Modes of Accountability and Practical Knowledge: Reclaiming the practical     

Jane  Green 《Educational Philosophy and Theory》2004,36(5):549-562

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Changing primary teacher trainees' attitudes to science     

Beverley Jane  Associate Professor Marjory-Dore Martin  Russell Tytler 《Research in Science Education》1991,21(1):188-197

A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the student's journal-the Personal Record. Specializations: technology for learning, health education. Specializations student understanding of biology, particularly genetics, evaluation. Specializations: children's learning in science, language in science.  相似文献