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731.
- Diversity, equity and inclusion (DEI) is at the core of Springer Nature's mission. Prioritizing DEI helps us become the business we aim to be: one that enables millions of people to access, trust and make sense of the latest insights, to improve and enrich both our lives and the planet.
- We are committed to championing DEI across our content, communities and organization—and also across the whole set of businesses that make up Springer Nature Group—education, health, professional and research.
- Working across our business to harness the varied reach, business capabilities and resources of all our colleagues has been important in this journey, but so too is accountability and the collective efforts of pan-publisher initiatives.
- From editorial guidance to internal mentoring programmes and sustainable development curriculum programmes, our DEI work has been varied and successful, but we have learnt lessons along the way—and still have a way to go. This piece looks at what we have done so far, and our priorities for progress moving forward.
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Jessica H. Milton Margaret M. Flores Vanessa M. Hinton Caroline Dunn Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25
This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation. 相似文献
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Megan Degenstein Jodi Tangen Jessica Danielson 《Counselor Education & Supervision》2023,62(4):410-422
Clinical supervisors should be culturally competent working with transgender or gender expansive (TGE) counselors-in-training; however, minimal research exists regarding TGE counselors’ experiences in supervision. This interpretative phenomenological analysis study explored the supervision experiences of five TGE counselors-in-training. Findings revealed four super-ordinate themes and two sub-themes, and implications are discussed. 相似文献