Universities in Transition: Commercialization and the 21st Century University     

Rebecca Eynon 《The Information Society》2007,23(1):65-67

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Comparison of computed tomography and chest radiography in the detection of rib fractures in abused infants     

Wootton-Gorges SL  Stein-Wexler R  Walton JW  Rosas AJ  Coulter KP  Rogers KK 《Child abuse & neglect》2008,32(6):659-663

PURPOSE: Chest radiographs (CXR) are the standard method for evaluating rib fractures in abused infants. Computed tomography (CT) is a sensitive method to detect rib fractures. The purpose of this study was to compare CT and CXR in the evaluation of rib fractures in abused infants. METHODS: This retrospective study included all 12 abused infants identified from 1999 to 2004 who had rib fractures and both CXR and CT (8 abdomen CTs, 4 chest CTs). CT exams had been performed for clinical indications, and were obtained within one day of the CXR. Studies were reviewed by two pediatric radiologists to determine the number, locations, and approximate ages of the rib fractures. A total of 225 ribs were completely (192) or partially (33) seen by CT, and the matched ribs on CXR were used for the analysis. RESULTS: The mean patient age was 2.5 months (1.2-5.6), with seven females and five males. While 131 fractures were visualized by CT, only 79 were seen by CXR (p<.001). One patient had fractures only seen by CT. There were significantly (p<.05) more early subacute (24 vs. 4), subacute (47 vs. 26), and old fractures (4 vs. 0) seen by CT than by CXR. Anterior (42 vs. 11), anterolateral (21 vs. 12), posterolateral (9 vs. 3) and posterior (39 vs. 24) fractures were better seen by CT than by CXR (p<.01). Bilateral fractures were detected more often by CT (11) than by CXR (6). CONCLUSIONS: While this study group is small, these findings suggest that CT is better than CXR in visualizing rib fractures in abused infants.  相似文献   

Reading our way forward: education for environmental and social justice     

Rebecca Lynn Young PhD 《Environmental Education Research》2016,22(3):444-445

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Diarrhea Management Training in Early Childhood Settings     

Scott D. Winnail  Lynn M. Artz  Brian F. Geiger  Cynthia J. Petri  Rebecca Bailey  J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236

This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research.  相似文献   

The role of dispositions in the development of pedagogical knowledge for pre-service science teacher education     

Rebecca Cooper 《Asia-Pacific Journal of Teacher Education》2019,47(5):508-523

ABSTRACT

Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to, what STEs pay attention to and when they pay attention to it. The eight participants were asked to identify the critical experiences (CEs) of their career that impacted on their development of PK. CEs were analyzed using Morine-Dershimer and Kent’s (1999) model of PK as a framework, but also to identify common emergent themes across participants and common emergent themes for individuals that led to identification of patterns of actions and finally, participant’s dispositions. The notion that beliefs, dispositions and PK are all developed for each individual at their own pace and in their own way is reinforced.  相似文献   

Scholars committed to opportunities in psychological education: a training and mentoring program for future psychologists of color     

Rebecca L. Fix  Madison W. Silverstein  Nadratu Nuhu  Wendy N. Gray 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):44-59

ABSTRACT

Although strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality.  相似文献   

Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers     

Rebecca Blair  Robert Savage 《Reading and writing》2006,19(9):991-1016

This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4–5 years, named environmental print (EP), wrote their own name, identified correct names and EP words amongst foils and detected foil letters within EP and names. Results showed that phonological awareness and letter-sound knowledge were not related to EP recognition. Name writing accuracy and name identification were related to both levels of phonological awareness. Furthermore, name writing showed a unique association with phonological awareness even after letter-sound knowledge was controlled statistically. Pre-readers may first use meta-linguistic phonological awareness in their name writing and identification prior to learning to read.  相似文献   

Assessment of Differential Item Functioning for Performance Tasks   总被引：1，自引：0，他引：1  

Rebecca Zwick  John R. Donoghue  Angela Grima 《Journal of Educational Measurement》1993,30(3):233-251

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The Effect of Cooperative Groups on Regular Class Spelling Achievement of Special Needs Learners     

Marvin Lew  Rebecca Bryant 《教育心理学》1984,4(4):275-283

This study examined the utility of cooperative groups as a technology for mainstreaming academically deficit students in a regular fourth grade classroom. Twenty‐seven students (mean age 8.6 years), including five targeted special needs learners, took a weekly spelling test of 20 words chosen from the fourth grade reader. A return to baseline research design indicated that cooperative groups promoted higher academic mastery among those with special needs and regular education learners when compared with two types of individualistic techniques. Results support the use of cooperative groups as a technique for academic as well as social mainstreaming in the regular classroom.  相似文献   

Priorities for evaluation of nontraditional degree programs     

Rebecca Kaiser  Carol Mishler  Thomas P. Hogan 《Innovative Higher Education》1981,6(2):79-88

The request to evaluate a nontraditional degree program sounds simple enough. But what does it mean “to evaluate the program?” This article identifies twelve major areas seeming to require evaluative attention according to the perspectives of a number of different groups of people. In addition to identifying these areas, the study suggested priorities for the areas in terms of their long-term, overall importance in a complete evaluation plan and their immediate or short-term importance in the early stages of program implementation.  相似文献