Results of a Latin‐based experimental program for the verbally precocious     

Joyce VanTassel‐Baska 《Roeper Review》2013,35(4):48-50

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A Teacher's Optimism     

Joyce E. Roorda 《The Educational forum》2013,77(4)

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Framing Office Hours as Tutoring     

Amanda Joyce 《College Teaching》2017,65(2):92-93

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Providing meaningful field experience     

Joyce W. Lancaster 《The Teacher Educator》2013,48(2):8-12

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Care practice #5: spontaneous pushing in upright or gravity-neutral positions          下载免费PDF全文

Difranco JT  Romano AM  Keen R 《The Journal of perinatal education》2007,16(3):35-38

This updated edition of Care Practice Paper #5 presents the evidence for the benefits of spontaneous pushing in upright or gravity-neutral positions during labor. Various pushing positions and techniques are described, and the advantages and disadvantages are reviewed. Women are encouraged to push when and how their bodies tell them to and to choose the positions for birth that are the most comfortable.  相似文献   

“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research   总被引：1，自引：0，他引：1  

Meilan Zhang  Susan Passalacqua  Mary Lundeberg  Matthew J. Koehler  Jan Eberhardt  Joyce Parker  Mark Urban-Lurain  Tianyi Zhang  Sunhee Paik 《Journal of Science Teacher Education》2010,21(2):161-179

In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action research improved student learning and led to her own professional growth. We also identified important conditions in support of action research.  相似文献   

The development of a conceptual framework and tools to assess undergraduates' principled use of models in cellular biology     

Richmond G  Merritt B  Urban-Lurain M  Parker J 《CBE life sciences education》2010,9(4):441-452

Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool-a taxonomy- which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment items. However, their ability to apply these models in new contexts did not improve. Finally, we discuss the implications of our results and the future directions for our research.  相似文献   

Adolescent racial prejudice development: The role of friendship quality and interracial contact     

Fiona A. White  Bethany Wootton  Joyce Man  Hernan Diaz  Jana Rasiah  Emily Swift  Amanda Wilkinson 《Int J Intercult Relat》2009,33(6):524-534

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.  相似文献   

Multicultural books     

Joyce Mesrobian 《Early Childhood Education Journal》1992,20(1):33-35

Joyce Mesrobian is an early childhood consultant and oral storyteller in Chicago and its suburbs.  相似文献   

Alphabet books     

Joyce Mesrobian 《Early Childhood Education Journal》1992,20(2):37-39

Joyce Mesrobian is an early childhood consultant and oral storyteller in Chicago and its suburbs.  相似文献