A young child's response to death     

Sheri Katz  Virginia Flynn 《Early Childhood Education Journal》1982,10(1):22-25

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Project ASSIST institute: An orton-gillingham/spalding based curriculum for teachers and volunteers     

Virginia L. Biasotto 《Annals of dyslexia》1993,43(1):260-270

In spite of our best efforts, our son Andrew did not learn to read until he attended the Jemicy School at the age of 12. Our search for help and eventual success led me to take the Orton-Gillingham approach into the public schools of Delaware, first with volunteers and then with teachers. In 1991-92, the Milford School District did a Pre-Post Design pilot using the Woodcock Johnson Reading Mastery Test for decoding and comprehension and the WRAT Revised for spelling. The results are included. Another pilot with a control group from another school district is being done in 1992-93 and a third pilot is being planned for New Castle County, Delaware in 1993-94. Training for teachers in the juvenile justice system is also planned for 1993-94.  相似文献   

The symbolic center: Little House in the Big Woods     

Virginia L. Wolf 《Children‘s Literature in Education》1982,13(3):107-114

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Geriatric community health workers’ views about aging,work, and retirement: implications for geriatrics and gerontology education     

Kathy Lee  Virginia E. Richardson 《Educational gerontology》2020,46(2):47-58

ABSTRACT

Seasoned geriatric community health workers offered valuable data that will inform educators and community health workers working with older persons. Geriatric community health workers’ views about retirement and about facilitators and barriers that keep them engaged with older adults during retirement were identified. Twenty geriatric community health workers participated in semi-structured, qualitative interviews conducted by the research team. Sixty percent of the participants (N = 12) reported plans not to work during retirement, although 40% (N = 8) expressed interest in full- or part-time employment post-retirement. When asked about their expectations to stay in the field of aging or gerontology in some capacity during retirement, 30% (N = 6) expected to stay in gerontology during retirement. The findings from this research will help organizations and educational institutions create programs and resources that will encourage geriatric community health workers to continue working in the field of aging during retirement.  相似文献   

Comparing successful aging,resilience, and holistic wellness as predictors of the good life     

Matthew C. Fullen  Virginia E. Richardson  Darcy Haag Granello 《Educational gerontology》2018,44(7):459-468

Objectives: The purpose of the study was to compare the relative contributions of Rowe and Kahn’s definition of successful aging (SA), resilience, and the holistic wellness paradigm for predicting happiness, life satisfaction, and self-rated physical health in late life.

Method: A cross-sectional research design was used to survey 200 residents across 12 senior housing sites. Criteria with strong psychometric properties representing the three constructs were operationalized using hierarchical regression within the context of relevant control variables to compare the relative strengths of the three paradigms for predicting measures of quality of life.

Results: In this study, 8.5% of the sample met modified criteria for SA and were used as a comparison group with those who did not meet the criteria. Overall, holistic wellness and resilience predicted happiness, life satisfaction, and physical health better than SA alone. When predicting happiness and life satisfaction, race and holistic wellness were significant predictors. Age and holistic wellness were the best predictors of self-rated physical health.

Conclusion: The criteria underlying SA poorly predicted happiness, life satisfaction, and self-rated physical health compared to the resilience and holistic wellness models. The results suggest that definitions of aging well are complex and require greater nuance. The findings have important implications for clinicians seeking translatable theoretical models that are amenable to practice with older adults, especially for those living in independent senior housing communities.  相似文献   

Origins and early development of human body knowledge     

Slaughter V  Heron M 《Monographs of the Society for Research in Child Development》2004,69(2):vii, 1-vii102

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Evaluating educational support personnel: A conceptual and legal framework     

James H. Stronge  Virginia M. Helm 《Journal of Personnel Evaluation in Education》1990,4(2):145-156

Summary The evaluation of professional educational support personnel has not received the same attention nor generated the same efforts as the evaluation of classroom teachers. There is not yet a system for professional support personnel comparable to effective teaching behaviors, an omission that unsettles both specialized support staff and the generalist supervisors responsible for evaluating them.What we have presented here is a comprehensive approach applicable to professional support personnel. It begins with identifying district (student and community) needs, describing job responsibilities based on the goals of programs (clarified through the needs assessment), identifying staff behaviors as indicators of job performance, setting standards by which to measure staff performance, documenting the job performance, and using sound evaluation practices that incorporate all the necessary due process requirements for fairness. By involving the professional support personnel in each of these steps, evaluators will maximize the potential for growth as well as protect themselves and the evaluatees throughout the evaluation process.  相似文献   

Visual recognition memory in squirrel monkeys     

William H. Overman  Carol McLain  Gail E. Ormsby  Virginia Brooks 《Learning & behavior》1983,11(4):483-488

Squirrel monkeys (Saimiri sciureus) were trained on visual recognition memory tasks in a Wisconsin General Testing Apparatus with a trial-unique procedure that used 250 objects as stimuli. In Experiment 1, acquisition of a trial-unique delayed non-match-to-sample task (DNMS) was compared with acquisition of a trial-unique delayed match-to-sample (DMS) task. The DNMS task was learned in significantly fewer trials and with significantly fewer errors. Two animals in the DNMS group demonstrated highly accurate retention of the DNMS strategy despite an 11-month hiatus in experimental testing. In Experiment 2, the same procedures were used to study the learning of lists of 3, 5, 10, or 20 serially presented items. Although the animals were able to accurately remember lists of up to 20 items, there was no evidence of serial position effects.  相似文献   

Effects of Instruction on Preservice Elementary Teachers' Conceptions of the Causes of Night and Day and the Seasons     

Atwood  Ronald K.  Atwood  Virginia A. 《Journal of Science Teacher Education》1997,8(1):1-13

Journal of Science Teacher Education -  相似文献   

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform     

Virginia S. Lee  Michael R. Hyman  Geraldine Luginbuhl 《Innovative Higher Education》2007,32(1):3-18

While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.  相似文献