Insightful Learning of Life's Lessons with Older Adult Guests in the Classroom     

Daniel Vélez Ortiz  Suzanne L. Cross  Angelique Day 《Educational gerontology》2013,39(12):854-866

An intergenerational initiative was developed and implemented to enhance gerontology in the first course of the practice sequence. Seventeen students met with older adults (ages 82–98) in the classroom and at an assisted living facility. The evaluation of this older adult infusion project was conducted through two questionnaires and by the review of reflection papers completed as a course assignment. Pre-post statistical analyses as well as qualitative analysis evidenced an increase in knowledge of the older adults' lives as well as a professional interest in aging. As a result of this experience, several of the students volunteered at the facility, interviewed residents, and requested gerontological placements.  相似文献   

Differences Among Preferred Methods for Furthering Aging Education in Ohio     

Suzanne M. Leson  Daniel J. Van Dussen  Heidi H. Ewen  Eric S. Emerick 《Educational gerontology》2013,39(11):847-857

Workers serving Ohio's aging population will require increased levels of gerontological education. Using data from 55 Ohio counties, this project investigated the educational needs and reasons for seeking education from professionals in aging. Respondents reported interest in attaining aging related education. Preferred delivery methods included web based and interactive satellite instruction. Continuing education credit was preferred over college credit even though a high percentage indicated a desire for an additional degree (69.8%). Despite over 30 years of Ohio's universities providing aging related education, 58.6% of respondents have no formal aging related training, and 11.7% have only a single course in aging. Gerontological topics that most interested participants in an area for further understanding were Alzheimer's/dementia, medication, and mental health issues.  相似文献   

Teaching Direct Practice Skills Using Web-Based Simulations: Home Visiting in the Virtual World     

Amy Blank Wilson  Suzanne Brown  Zoe Breen Wood  Kathleen J. Farkas 《Journal of Teaching in Social Work》2013,33(4-5):421-437

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The Science Of Sick Buildings     

Suzanne Jamieson 《Metascience》2008,17(2):307-309

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Deconstructing learning in science—Young children's responses to a classroom sequence on evaporation   总被引：1，自引：0，他引：1  

Dr Russell Tytler  Suzanne Peterson 《Research in Science Education》2000,30(4):339-355

Five year old children's ideas were tracked by a range of means during and subsequent to a classroom sequence on evaporation. They held a range of conceptions which changed in complex ways across context and time. These could only be made sense of by moving outside traditional conceptual change interpretations to include broader notions of appropriation of language as a cultural tool, of personal and social narrative responses to features of the phenomena and the classroom setting, and the nature of science explanations. The findings are used to explore the relationship between social and individual perspectives on learning, and to question some assumptions underlying conceptual change research.  相似文献   

Differential effects of sociocultural variables on special education eligibility categories     

Andrs Barona  Suzanne P. Faykus 《Psychology in the schools》1992,29(4):313-320

The influence of sociocultural factors (ethnicity, socioeconomic status, father absence, and family size) on special education eligibility was examined for three ethnic groups. A multiple regression procedure was used to analyze the data on 300 students referred for evaluation and found to be either not eligible for services or eligible for services as mentally retarded or learning disabled. Results indicated that only socioeconomic status and ethnicity made a significant contribution to the prediction of all three groups. Individually, father absence and family size did not contribute to the prediction of special education eligibility. Results of this study suggest that legislative mandates to control for sociocultural factors in the determination of special education eligibility have been only partially successful.  相似文献   

Boundary-Work in the Health Research Field: Biomedical and Clinician Scientists’ Perceptions of Social Science Research     

Mathieu Albert  Suzanne Laberge  Brian D. Hodges 《Minerva》2009,47(2):171-194

Funding agencies in Canada are attempting to break down the organizational boundaries between disciplines to promote interdisciplinary research and foster the integration of the social sciences into the health research field. This paper explores the extent to which biomedical and clinician scientists’ perceptions of social science research operate as a cultural boundary to the inclusion of social scientists into this field. Results indicated that cultural boundaries may impede social scientists’ entry into the health research field through three modalities: (1) biomedical and clinician scientists’ unfavourable and ambivalent posture towards social science research; (2) their opposition to a resource increase for the social sciences; and (3) clinician scientists procedural assessment criteria for social science. The paper also discusses the merits and limitations of Tom Gieryn’s concept of boundary-work for studying social dynamics within the field of science.

Brian D. HodgesEmail:

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The measurement of transmission factor     

M Luckiesh  L.L Mellor 《Journal of The Franklin Institute》1918,185(4):551-552

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Museum Brainstorming: A Creative Approach to Exhibit Planning     

Suzanne de Borhegyi 《Curator: The Museum Journal》1978,21(3):217-224

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A reexamination of the role of attention in learning from text     

Suzanne E. Hidi 《Educational Psychology Review》1995,7(4):323-350

This paper reviews some of the recent models of selective attention and concludes that these models simplify and restrict the role of attention in reading and learning. It is maintained that the most critical problem of the models is that they do not acknowledge the important function of attention in the early stages of the reading process when meaning and importance ratings are first established. It is further suggested that reading and secondary task reaction times which have been used to measure attention, are inadequate as they cannot distinguish between different attention phases. A new model of how attention affects text comprehension is proposed. Finally, it is argued that to examine the complex effects of attention on reading and learning, novel research questions should be asked, and new ways to evaluate attention must be considered. More specifically, research on attention by cognitive and educational psychologists should utilize neuroscientific brain research methods, such as event-related potentials, and should integrate findings across research domains.  相似文献