Connecting a Museum with Its Community     

Jeff Hayward 《Curator: The Museum Journal》2010,53(4):483-490

Abstract The exhibition, Changing Places: From Black and White to Technicolor, at the Levine Museum of the New South, in Charlotte, North Carolina, is more than a story about a changing community—it’s a platform for an experience that engages its local audience.  相似文献   

The inclusion of disability as a condition for termination of parental rights     

Lightfoot E  Hill K  LaLiberte T 《Child abuse & neglect》2010,34(12):927-934

  相似文献   

An Investigation of Certain Evolutionary Tendencies in the Female Human Structure     

Katharine F. Wells 《Research quarterly for exercise and sport》2013,84(4):260-270

  相似文献   

Does history count?     

Anderson K 《Endeavour》2006,30(4):150-155

The Census of Marine Life is an international and inter-disciplinary collaboration that seeks to map ocean life of the past, present and future. From the Arctic to the abyssal zones, it is producing a stream of newsworthy science, literally pushing the study of biodiversity to new depths. This fascinating and far-reaching endeavour offers a rich set of insights that can illuminate our changing ideas about the oceans. But one section of the Census deserves special attention--the History of Marine Animal Populations. It provides a unique focus for debates about collaboration and big science, about historical methods and about the study of current science by historians of science.  相似文献   

Editorial     

Kay Livingston  Louise Hayward  Steve Higgins  Dominic Wyse 《Curriculum Journal》2017,28(1):1-4

  相似文献   

The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten     

Donna Kotsopoulos  Samantha Makosz  Joanna Zambrzycka  Katharine McCarthy 《Early Childhood Education Journal》2015,43(6):531-539

  相似文献   

Flexibility in Bilingual Infants' Word Learning          下载免费PDF全文

Katharine Graf Estes  Jessica F. Hay 《Child development》2015,86(5):1371-1385

The present experiments tested bilingual infants' developmental narrowing for the interpretation of sounds that form words. These studies addressed how language specialization proceeds when the environment provides varied and divergent input. Experiment 1 (N = 32) demonstrated that bilingual 14‐ and 19‐month‐olds learned a pair of object labels consisting of the same syllable produced with distinct pitch contours (rising and falling). Infants' native languages did not use pitch contour to differentiate words. In Experiment 2 (N = 16), 22‐month‐old bilinguals failed to learn the labels. These results conflict with the developmental trajectory of monolinguals, who fail to learn pitch contour contrasts as labels at 17–19 months (Hay, Graf Estes, Wang, & Saffran, 2015). Bilingual infants exhibited a prolonged period of flexibility in their interpretation of potential word forms.  相似文献   

Database trial impact on graduate nursing comprehensive exams     

Katharine Pionke  Alicia Huckstadt 《Journal of the Medical Library Association》2015,103(4):192-193

While the authors were doing a test period of databases, the question of whether or not databases affect outcomes of graduate nursing comprehensive examinations came up. This study explored that question through using citation analysis of exams that were taken during a database trial and exams that were not. The findings showed no difference in examination pass/fail rates. While the pass/fail rates did not change, a great deal was learned in terms of citation accuracy and types of materials that students used, leading to discussions about changing how citation and plagiarism awareness were taught.  相似文献   

Language,ambiguity, and executive functions in adolescents' theory of mind     

Jessica E. Brodsky  Zachary Bergson  Ming Chen  Elizabeth O. Hayward  Jan L. Plass  Bruce D. Homer 《Child development》2023,94(1):202-218

Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M_age = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, M_age = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence.  相似文献   

Pandemic,a catalyst for change: Strategic planning for digital education in English secondary schools,before during and post Covid     

Jacqueline Baxter  Alan Floyd  Katharine Jewitt 《British Educational Research Journal》2023,49(2):329-351

Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning.  相似文献