Questions from our readers: commentary on "lamaze in the 21st century"          下载免费PDF全文

Lothian JA 《The Journal of perinatal education》2002,11(1):viii-viix

In response to Lamaze International's latest position paper, "Lamaze in the 21st Century," the author discusses the concept of normal birth and identifies the need for an advocacy effort in support of normal birth as the standard procedure.  相似文献   

Expert science teaching educational evaluation model (ESTEEM): Measuring excellence in science teaching for professional development     

Judith A. Burry-Stock  Rebecca L. Oxford 《Journal of Personnel Evaluation in Education》1994,8(3):267-297

  相似文献   

An Explanation of Drafting Behaviours in the Production of Distance Education Materials   总被引：2，自引：0，他引：2  

Judith Riley 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(3):226-238

  相似文献   

Comprehending cohesion     

Judith Smith  John Elkins 《Literacy》1984,18(3):153-159

  相似文献   

A communicative behavior checklist: Improving preschool screenings     

Illene C. Courtright  Judith L. Heyer 《Early Childhood Education Journal》1982,9(4):32-36

  相似文献   

Issues in cross-cultural counseling: An examination of the meaning and dimensions of tolerance     

Judith A. Sutter  Edward J. McCaul 《International journal for the advancement of counseling》1993,16(1):3-18

While there is a clear need to address the ethical dimensions of cross-cultural counseling, the current literature lacks both a theoretical model of ethnic tolerance and a suitable measure for assessing the construct. The present study addressed this gap in the extant literature by (a) developing a measure of ethnic tolerance based upon extensive field work, (b) examining the measure's reliability and construct validity in light of two models of ethnic tolerance, and (c) examining the relationship of several factors (e.g., age, gender, and exposure to those of a different culture) to scores on the tolerance measure. Results indicated that the tolerance measure was best viewed as a unidimensional construct, had substantial content validity, and had modest construct validity. Respondents with more social contact with immigrants, as well as those who had positive experiences with immigrants, tended to score higher on the tolerance measure. Results underscore both the complexity of factors associated with tolerance and the need for counselor education programs to provide arenas for students to become aware of their own values and biases and how these may affect culturally-different clients.  相似文献   

Logistic Discriminant Function Analysis for DIF Identification of Polytomously Scored Items     

Timothy R. Miller  Judith A. Spray 《Journal of Educational Measurement》1993,30(2):107-122

The purpose of this article is to present logistic discriminant function analysis as a means of differential item functioning (DIF) identification of items that are polytomously scored. The procedure is presented with examples of a DIF analysis using items from a 27-item mathematics test which includes six open-ended response items scored polytomously. The results show that the logistic discriminant function procedure is ideally suited for DIF identification on nondichotomously scored test items. It is simpler and more practical than polytomous extensions of the logistic regression DIF procedure and appears to fee more powerful than a generalized Mantel-Haenszelprocedure.  相似文献   

Correlates of orthographic learning in third‐grade children's silent reading     

Judith A. Bowey  Robyn Miller 《Journal of Research in Reading》2007,30(2):115-128

This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third‐grade children. Children silently read a series of short stories, each containing six repetitions of a different target non‐word. They subsequently read target non‐words faster than homophones and preferred target non‐words to homophones in an orthographic choice task, indicating that they had formed functional orthographic representations of the target non‐words through phonologically recoding them during silent story reading. Target non‐word orthographic choice was correlated with all measures bar non‐symbol naming speed. The association between phonological recoding efficiency and orthographic learning lends support to the hypothesis that self‐teaching occurs through phonological recoding even in silent reading. Our findings were not generally consistent with the view that serial naming speed assesses orthographic learning aptitude.  相似文献   

Taking care of youth mentoring relationships: red flags,repair, and respectful resolution     

Judith MacCallum  Susan Beltman  Anne Coffey  Trudi Cooper 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):250-271

Mentoring is portrayed in the literature as benefiting young people, but ineffective or early termination of youth mentoring relationships can be detrimental. Researchers have not adequately explored issues surrounding the breakdown of youth mentoring relationships. Underpinned by a socio-ecological perspective, in this exploratory study we consider the various contexts within which these important relationships exist and identify early warning signs or red flags that a mentoring relationship is struggling. We interviewed mentees, mentors, and coordinators from four Western Australian youth mentoring programs about their experiences of mentoring relationships. Our findings suggest that red flags and repair strategies may be specific to particular programs, and that program coordinators play an important role in supporting relationships. Our research will help youth mentoring programs work toward early intervention strategies or appropriate and respectful termination of a relationship.  相似文献   

Young children's ideas about the nature, causes, justification, and alleviation of poverty   总被引：1，自引：0，他引：1  

Judith A. Chafel  Carin Neitzel 《Early childhood research quarterly》2005,20(4):433-450

Sixty-four 8-year-old boys and girls from urban and rural settings and representing different races and socioeconomic status backgrounds responded to questions about the nature, causes, justification, and alleviation of poverty. Much of what the children said indicated that they had not yet internalized prevailing adult norms and values about the poor in our society. A substantial proportion spoke in ways suggesting forces apart from the individual as causing poverty. Nearly all believed that poverty was not fair. Justifications offered by the children included disavowing economic inequality, or speaking in terms of basic needs or what should or ought to be. A majority mentioned philanthropy or societal change as a way to end poverty. Findings also lend support to the claim of social representations theory that concepts vary as a function of social factors. Future research should employ a design that acknowledges interacting variables to investigate systems of meaning in children's understandings about poverty.  相似文献