Teaching ‘community engagement’ in engineering education for international development: Integration of an interdisciplinary social work curriculum     

Dorie J. Gilbert  Mary Lehman Held  Janet L. Ellzey  William T. Bailey  Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266

This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects.  相似文献   

Storylines in public news media about mathematics education and minoritized students     

Andersson  Annica  Ryan  Ulrika  Herbel-Eisenmann  Beth  Huru  Hilja Lisa  Wagner  David 《Educational Studies in Mathematics》2022,111(2):323-343

Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for...  相似文献   

Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years     

Samantha Plate  Lisa Yankowitz  Leslie Resorla  Meghan R. Swanson  Shoba Sreenath Meera  Annette Estes  Natasha Marrus  Meredith Cola  Victoria Petrulla  Aubrey Faggen  Juhi Pandey  Sarah Paterson  John R. Pruett Jr.  Heather Hazlett  Stephen Dager  Tanya St. John  Kelly Botteron  Lonnie Zwaigenbaum  Joseph Piven  Robert T. Schultz  Julia Parish-Morris  IBIS Network 《Child development》2022,93(2):468-483

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.  相似文献   

Predicting first-time-in-college students’ degree completion outcomes     

Demeter  Elise  Dorodchi  Mohsen  Al-Hossami  Erfan  Benedict  Aileen  Slattery Walker  Lisa  Smail  John 《Higher Education》2022,84(3):589-609

Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at...  相似文献   

Language and reading impairments are associated with increased prevalence of non-right-handedness     

Filippo Abbondanza  Philip S. Dale  Carol A. Wang  Marianna E. Hayiou-Thomas  Umar Toseeb  Tanner S. Koomar  Karen G. Wigg  Yu Feng  Kaitlyn M. Price  Elizabeth N. Kerr  Sharon L. Guger  Maureen W. Lovett  Lisa J. Strug  Elsje van Bergen  Conor V. Dolan  J. Bruce Tomblin  Kristina Moll  Gerd Schulte-Körne  Nina Neuhoff  Andreas Warnke  Simon E. Fisher  Cathy L. Barr  Jacob J. Michaelson  Dorret I. Boomsma  Margaret J. Snowling  Charles Hulme  Andrew J. O. Whitehouse  Craig E. Pennell  Dianne F. Newbury  John Stein  Joel B. Talcott  Dorothy V. M. Bishop  Silvia Paracchini 《Child development》2023,94(4):970-984

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.  相似文献   

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders     

Gregory J. Benner  Marissa J. Filderman  Lucy Barnard-Brak  Jordan Pennefather  Jean Louise M. Smith  Lisa A. Strycker 《Psychology in the schools》2023,60(1):182-198

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.  相似文献   

A Review of “Who Owns Knowledge? Knowledge and the Law”     

Lisa A. Macklin 《资料收集管理》2013,38(1):54-56

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A review of stereo-chemistry     

Stewart Woodford Young 《Journal of The Franklin Institute》1895,139(1):56-69

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Tests of caustic magnesia made from magnesite from several sources     

P.H. Bates  Roy N. Young  Paul Rapp 《Journal of The Franklin Institute》1923,196(5):681-683

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Call for Papers     

Patricia Dewey  Laura Young 《Journal of Cultural Economics》2005,29(1):79-79

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