Diversity Issues In Mentoring Academic Faculty   总被引：1，自引：1，他引：0  

Janice Witt Smith  Wanda J. Smith  Steven E. Markham 《Journal of Career Development》2000,26(4):251-262

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Establishing the need for health communication research: best practices model for building transdisciplinary collaborations     

Debbie Treise  Claire Baralt  Kristina Birnbrauer  Janice Krieger  Jordan Neil 《Journal of Applied Communication Research》2016,44(2):194-198

The benefits of transdisciplinary collaboration for addressing complex health problems are widely accepted; however, acknowledging the bumps and twists along the road that are inherent in those collaborations is often considered taboo. Academic norms that prevent open discussion of these challenges can have counter-productive results. This essay describes the major education efforts, milestones, and footfalls in the development of an effective partnership between communication-trained researchers in a College of Journalism and Communications and medical researchers in a College of Medicine. We hope it can serve as “best practice” for understanding the value of team science and interdisciplinary research collaborations.  相似文献   

A typology of causal models for plate tectonics: Inferential power and barriers to understanding     

Janice D. Gobert 《International Journal of Science Education》2013,35(9):937-977

Forty-seven fifth grade students (40 group-tested and 7 individually interviewed) read a text describing plate tectonics. At four points they drew diagrams of the spatial, causal, and dynamic processes inside the earth. These diagrams along with students' corresponding explanations, think-aloud protocols (for those individually interviewed), and answers to inference questions were analysed in order to characterize students' models of the interior of the earth, and models of its causal and dynamic processes. Types and characteristics of models, and reasoning associated with them are presented. Additionally, data from two exemplary students are presented as case studies. One student has considerable misunderstandings regarding both her understanding of the spatial layout of the interior of the earth and its causal mechanisms. The second student is more typical in terms of his initial models, but makes large gains in revising his understanding about the causal and dynamic processes inside the earth. In both cases, data are used to infer how each student used their diagrams as artefacts for externalizing knowledge, inference making, and model-revision.  相似文献   

Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore     

Janice M. Y. Cheong  Zachary M. Walker  Kara Rosenblatt 《International Journal of Disability, Development & Education》2017,64(2):150-168

Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between intellectual ability and the development of number sense and arithmetic abilities in individuals with ID. Thirty-two students from a special school for individuals with ID in Singapore participated in this research study. Based on the results, basic numeracy is more closely correlated to the mental ages of the students than their intelligence quotient. This finding will be discussed and suggestions for future research will be provided.  相似文献   

Serving and supporting young children with a dual diagnosis of hearing loss and autism: the stories of four families     

Myck-Wayne J  Robinson S  Henson E 《American annals of the deaf》2011,156(4):379-390

The research on young children with a dual diagnosis of hearing loss and autism spectrum disorder (ASD) is meager and scattered. Pockets of research on this population of children suggest that it is difficult to make the diagnosis of ASD in children with hearing loss. A case study design was used to examine the diagnostic process for young children and their families. The study found that the diagnosis of hearing loss was made first and that obtaining an ASD diagnosis and the appropriate services was complicated. The findings provide insight into how to support and provide intervention to families with children who have a dual diagnosis.  相似文献   

Processing limitations in children with specific language impairment: the role of executive function     

Im-Bolter N  Johnson J  Pascual-Leone J 《Child development》2006,77(6):1822-1841

Research suggests that children with specific language impairment (SLI) have processing limitations; however, the mechanisms involved have not been well defined or investigated in a theory-guided manner. The theory of constructive operators was used as a framework to explore processes underlying limited processing capacity in children with SLI. Mental attentional capacity, mental attentional interruption, and 2 specific executive functions (shifting and updating) were examined in 45 children with SLI and 45 children with normally developing language, aged 7 to 12 years. The results revealed overall group differences in performance on measures of mental attention, interruption, and updating, but not shifting. The findings supported the premise that mental attention predicted language competence, but that this relationship was mediated partially by updating.  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   

The Canada Research Chairs Program: the good,the bad,and the ugly     

Karen R. Grant  Janice Drakich 《Higher Education》2010,59(1):21-42

Drawing on 60 qualitative interviews with Canada research chairs (CRCs), we explore their careers in context. We develop a model to understand the intersection of individual and institutional factors that shape the everyday experiences of the CRCs. The model shows the dialectical relationship between faculty identity, research, relations with colleagues and students, and institutional practices and structures. We classify individuals’ experiences as “good,” “bad,” or “ugly.” The interviews show that while a majority of CRCs have a positive experience, others have a negative experience that is prone to becoming ugly when institutional practices and systemic factors impede the work of the CRC. We discuss the perceived problems with the CRC program from the standpoint of Chairholders, and the implications of our findings for the CRC program and universities. As well, we propose that additional research on the professoriate is needed to determine whether or not the model from our study is generalizable beyond our sample.  相似文献   

Emancipation,exercise and imperialism: girls and the games ethic in colonial Malaya     

Janice N. Brownfoot 《国际体育史杂志》2013,30(1):61-84

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Effects of student‐generated diagrams versus student‐generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics     

Janice D. Gobert  John J. Clement 《科学教学研究杂志》1999,36(1):39-53

This research examines the beneficial effects of student‐generated diagrams versus student‐generated summaries on conceptual understanding in the domain of plate tectonics. Fifty‐eight Grade 5 students read a brief expository text about plate tectonics. During their reading of the text, students were asked to either draw diagrams, produce written summaries, or simply read the text (control). Conceptual understanding was measured by the diagrams and summaries which were generated during students' reading of the text, as well as by a posttest which assessed students' understanding of both spatial/static and causal/dynamic knowledge of the domain. Results indicated that the summaries generated during the reading of the text contained more domain‐related information than the diagrams which were generated during the reading of the text. However, on the posttest measures, the diagram group outperformed both the summary and text only groups in terms of understanding both the spatial/static as well as causal/dynamic aspects of the domain. Results are discussed with regard to the differential effects that generating diagrams as compared to generating summaries or simply reading has on both on‐line comprehension during reading and resulting conceptual understanding of the domain. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 39–53, 1999.  相似文献