Toward a Social Care Program of Research: A Population-Level Study of Neighborhood Effects on Child Development     

Paul Kershaw  Barry Forer  Lori G. Irwin  Clyde Hertzman  Vanessa Lapointe 《Early education and development》2007,18(3):535-560

The article reports results from a Human Early Learning Partnership initiative that aims to address limitations within the literature concerning neighborhood effects on child development. Problems include the tendency for studies to (a) rely on small samples of children, (b) focus on high-risk populations, (c) define neighborhood by Census boundaries, (d) attend only to 1 or 2 developmental domains, and (e) adhere to a narrow understanding of socioeconomic status. By collecting data from a near-census of kindergarten children in British Columbia, Canada, using the Early Development Instrument, our research addresses all 5 problems. Findings reported in this article lay the groundwork for the Human Early Learning Partnership's much more ambitious program of social care research that aims to measure directly the processes by which physical and social settings influence human development in the formative early years, rather than to infer them from data routinely collected for other purposes. The article concludes by inviting international colleagues to critically evaluate our program of research in its early days of implementation.  相似文献   

Is logographic processing holistic or analytic?     

Vanessa Genisio  Mireille Bastien-Toniazzo 《European Journal of Psychology of Education - EJPE》2003,18(3):239-249

Two tasks of word identification were proposed to children in their last year of upper preschool classes. The results show that identification is not based on an holistic processing but on an analytic one: some letters are enough, especially the first ones. Moreover, their order does not matter. During this period where reading is visuo-semantic in nature, children process letters as words properties. This kind of processing provides them with an “epilinguistic” knowledge about visual properties of the words, which is one of those precursors of decoding acquisition.  相似文献   

Negotiating Difference: How Aboriginal Athletes in the Maritimes Brokered their Involvement in Canadian Sport     

Janice Forsyth  Vanessa Lodge-Gagné  Audrey Giles 《国际体育史杂志》2016,33(16):1943-1962

Aboriginal perspectives on experiences in sport in Canada are largely missing from the existing body of literature on sociocultural aspects of sport, but this is especially the case in terms of Aboriginal people from the Maritimes region of Canada. Such an absence impedes our understanding of sport as an important cultural institution that can be used to normalize certain social practices, as well as challenge them. In this paper, we aim to contribute to the body of knowledge on Aboriginal sport by examining the lived experiences of nine elite Aboriginal athletes from the Maritimes, specifically those who won a Tom Longboat Award, through a postcolonial lens. In doing so, we reveal some of the nuanced power relationships that shaped their involvement in organized, competitive sport – distinctions that are not often addressed in the scholarly literature and thus limit our understanding of the complex and sometimes difficult realities of Aboriginal sport development in Canada. The participants’ stories tell us a great deal about the recipients as individuals, about Aboriginal peoples’ involvement in contemporary sport, and how the ways in which they negotiated difference within sport marked their lives.  相似文献   

Facilitated difficult dialogues on racism: a goal-based approach     

Srividya Ramasubramanian  Alexandra N. Sousa  Vanessa Gonlin 《Journal of Applied Communication Research》2017,45(5):537-556

Racist incidents are moments that highlight the systemic racism that still exists within higher education. In 2016, the College of Liberal Arts at a historically White, Southern institution in the U.S. responded to a racist incident on campus by setting up a series of ‘Difficult Dialogue on Campus Race Relations’ sessions that gave participants the opportunity to reflect and respond to the incident. Drawing on literature about racial dialogues and social identity theory, the sessions were designed to promote active listening, build empathy, and provide practical tools to combat everyday racial microaggressions. We describe how communication design elements (such as small group settings, localized case studies, role-play, and ground rules) were tailored to fit the needs of various group settings and analyze participants’ feedback about the perceived impact of these dialogues. We present a goal-based dialogue framework as a model to facilitate difficult dialogues in a variety of applied communication contexts.  相似文献   

Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study     

Erin Marie Furtak  Katharina Kiemer  Ruhan Kizil Circi  Rebecca Swanson  Vanessa de León  Deb Morrison  Sara C. Heredia 《Instructional Science》2016,44(3):267-291

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Eating Disorders: Explanatory Variables in Caucasian and Hispanic College Women     

Vanessa Avia  Susan X Day 《Journal of College Counseling》2016,19(1):31-44

The authors explored Hispanic and Caucasian college women's (N = 264) behavioral and attitudinal symptoms of eating disorders after controlling for body mass index and internalization of the thinness ideal, as well as the roles of ethnicity and ethnic identity in symptomatology. Correlational analysis, multivariate analysis of variance, and regression analysis suggested more similarities than differences between Hispanic and Caucasian college women in terms of eating disorders.  相似文献   

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course     

Stacy A. Kinirons  Vanessa M. Reddin  Jeanann Maguffin 《Anatomical sciences education》2019,12(5):468-477

The most effective method to teach gross anatomy is largely unknown. This study examined two teaching methods utilized in a physical therapy and occupational therapy gross anatomy course, (1) alternating dissection with peer teaching every other laboratory session and (2) faculty demonstrations during laboratory sessions. Student (n = 57) subgroup (A or B) academic performance was determined using written, laboratory practical, and palpation practical examinations. Subgroup A performed significantly better on laboratory practical examination questions pertaining to dissected, in comparison to peer-taught structures (67.1% vs. 60.2%, P = 0.008). Subgroup B performed significantly better on laboratory practical examination questions pertaining to peer-taught, in comparison to dissected structures (64.1% vs. 57.9%, P = 0.001). When Subgroup A was compared to Subgroup B, there were no statistically significant differences on laboratory practical examination question types, whether the subgroup learned the structure through dissection or peer teaching. Based on within and between subgroup comparisons, faculty demonstrations had no effect on written, laboratory practical, or palpation practical examination scores. Although limited, data suggest that the student roles when alternating dissection with peer teaching every other laboratory session appear to be equally effective for learning gross anatomy. The benefits of this method include decreased student/faculty ratio in laboratory sessions and increased time for independent study. Faculty demonstrations during laboratory sessions do not seem to improve student academic performance.  相似文献   

Munchausen by proxy by Internet     

McCulloch V  Feldman MD 《Child abuse & neglect》2011,35(11):965-966

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The Challenge Of Globalization     

Constanze Günther  Alexandra Pioch  Vanessa Sahnwald  Annika Schmidtsdorff 《Curator: The Museum Journal》2005,48(4):364-368

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An Evaluation of the Informedia Digital Video Library System at the Open University     

Agnes Kukulska‐Hulme∗  Robert van der Zwan†  Terry Dipaolo∗  Vanessa Evers∗  Sarah Clarke† 《Learning, Media and Technology》1999,24(2):131-136

The past decade has seen the evolution of physical educational resource collections into digital libraries, a process which has opened up a whole new range of uses beyond the traditional ones of reference and individual study in a fixed location. It is becoming more common for institutions of learning to regard their teaching and learning resource materials as important assets that can be shared, incorporated into new courses and accessed remotely by students. With the inclusion of multiple media (text, video and audio), the potential of digital libraries is further enhanced. Early adopters of this technology are information specialists and authors of learning materials, and in some cases, students. Evaluations of digital libraries that are currently underway at various institutions are aiming to determine whether the technology is usable and cost‐effective. We also see a focus on the kinds of learning activities that can be supported with digital resources and the best ways of organising and describing them. The evaluation described in this paper is primarily concerned with issues of usability and identifying potential areas of use. A planned second phase of the project will delve more deeply into costs and benefits for users in specific contexts of use.  相似文献