All The Essentials of HBO and The Sopranos     

Jim Welsh 《Journal of American culture (Malden, Mass. : 2003)》2008,31(4):393-395

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The Great Derangement: A Terrifying True Story of War,Politics, & Religion at the Twilight of the American Empire by Matt Taibbi     

Jim Welsh 《Journal of American culture (Malden, Mass. : 2003)》2008,31(4):406-407

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Guest Speakers in School-Based Sexuality Education     

Annie-Laurie McRee  Nikki Madsen  Marla E. Eisenberg 《American journal of sexuality education》2014,9(2):205-218

This study, using data from a statewide survey (n = 332), examined teachers’ practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received professional development covering sexually transmitted disease (STD) or pregnancy prevention had greater odds of including guest speakers (all p <.05). Teachers who included guest speakers covered more sexuality topics and were more likely to cover controversial topics (p <.05). Findings have implications for teachers, school policies, and organizations that offer sexual health education and outreach.  相似文献   

Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts     

Karen L. Bierman  Robert L. Nix  Brenda S. Heinrichs  Celene E. Domitrovich  Scott D. Gest  Janet A. Welsh  Sukhdeep Gill 《Child development》2014,85(1):140-159

One year after participating in the Research‐based, Developmentally Informed (REDI) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M_age = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.  相似文献   

The future of memory Richard Crownshaw,Jane Kilby,Antony Rowland (Eds), 2010 Oxford,Berghahn Books £55, 319 pp. ISBN 978‐1‐84545‐693‐1 (hbk)          下载免费PDF全文

Nikki Spalding 《British Educational Research Journal》2014,40(1):207-208

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Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years   总被引：1，自引：0，他引：1  

Erika Hoff  Rosario Rumiche  Andrea Burridge  Krystal M. Ribot  Stephanie N. Welsh 《Early childhood research quarterly》2014

The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.  相似文献   

A systematic review of digital storytelling in language learning in adolescents and adults     

Lim  Nikki Zhi Li  Zakaria  Azrifah  Aryadoust  Vahid 《Education and Information Technologies》2022,27(5):6125-6155

Education and Information Technologies - Digital storytelling (DST) is a novel approach that uses modern computer technology to amplify language learning and teaching. The present study aims to...  相似文献   

Woven Fabrics in Book Conservation: An Investigation into the Properties of Aerolinen and Aerocotton     

Celia R. Bockmuehl  Nikki Tomkins  Johanne Keiding  Richard Critchley  Alan Peare  Debra J. Carr 《文物保护研究》2020,65(7):375-387

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Infusing Authentic Inquiry into Biotechnology     

Nikki L. Hanegan  Amber Bigler 《Journal of Science Education and Technology》2009,18(5):393-401

Societal benefit depends on the general public’s understandings of biotechnology (Betsch in World J Microbiol Biotechnol 12:439–443, 1996; Dawson and Cowan in Int J Sci Educ 25(1):57–69, 2003; Schiller in Business Review: Federal Reserve Bank of Philadelphia (Fourth Quarter), 2002; Smith and Emmeluth in Am Biol Teach 64(2):93–99, 2002). A National Science Foundation funded survey of high school biology teachers reported that hands-on biotechnology education exists in advanced high school biology in the United States, but is non-existent in mainstream biology coursework (Micklos et al. in Biotechnology labs in American high schools, 1998). The majority of pre-service teacher content preparation courses do not teach students appropriate content knowledge through the process of inquiry. A broad continuum exists when discussing inquiry-oriented student investigations (Hanegan et al. in School Sci Math J 109(2):110–134, 2009). Depending on the amount of structure in teacher lessons, inquiries can often be categorized as guided or open. The lesson can be further categorized as simple or authentic (Chinn and Malhotra in Sci Educ 86(2):175–218, 2002). Although authentic inquiries provide the best opportunities for cognitive development and scientific reasoning, guided and simple inquiries are more often employed in the classroom (Crawford in J Res Sci Teach 37(9):916–937, 2000; NRC in Inquiry and the national science education standards: a guide for teaching and learning, 2000). For the purposes of this study we defined inquiry as “authentic” if original research problems were resolved (Hanegan et al. in School Sci Math J 109(2):110–134, 2009; Chinn and Malhotra in Sci Educ 86(2):175–218, 2002; Roth in Authentic school science: knowing and learning in open-inquiry science laboratories, 1995). The research question to guide this study through naturalistic inquiry research methods was: How will participants express whether or not an authentic inquiry experience enhanced their understanding of biotechnology? As respondents explored numerous ideas in order to develop a workable research question, struggled to create a viable protocol, executed their experiment, and then evaluated their results, they commented on unexpected topics regarding the nature of science as well as specific content knowledge relating to their experiments. Four out of five participants reported they learned the most during authentic inquiry laboratory experience.  相似文献   

‘Observation has set in’: comparing students and peers as reviewers of teaching     

Mark Huxham  Jenny Scoles  Ursula Green  Samantha Purves  Zoe Welsh  Andrew Gray 《Assessment & Evaluation in Higher Education》2017,42(6):887-899

Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement.  相似文献