The Reciprocal Relations Between Female and Male Play Partners and Aggression in Early Childhood     

Kristin J. Perry  Jamie M. Ostrov 《Child development》2019,90(1):127-135

This study examined the relations between male and female play partners (PP) and relational (RA) and physical (PA) aggression in an early childhood short-term longitudinal study (N = 164, M_age = 47.11 months, SD = 7.37 months). A cross-lagged path analysis was used to examine these relations from Time 1 (T1) to Time 2 (T2), 4 months after T1, and a multiple group analysis was tested across gender. Results showed that T1 male PP predicted an increase in PA, T1 RA predicted an increase in female PP, and T1 PA predicted a decrease in female PP. One path was not equivalent across gender. A post hoc interaction between male and female PP at T1 on future RA was evaluated.  相似文献   

Converting Your E-Resource Records to RDA     

Richard Guajardo  Jamie Carlstone 《期刊图书馆员》2015,68(1-4):197-204

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Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks     

Tian Luo  Jamie Sickel  Li Cheng 《TechTrends》2017,61(3):226-235

This study presents two cases in which undergraduates were introduced to Twitter in their teacher preparation program as a means of developing a personal learning network. Twitter live chats are synchronous discussions that allow education stakeholders to discuss issues and share resources, engaging on potentially a global scale via the social networking platform. This study examines how students participated in these live chats, perceived benefits and challenges and how prior experience and preconceived perceptions of Twitter influenced the live chat experience and intentions for continued participation. Pre-activity reflections, student tweets and post-activity reflections were analyzed both qualitatively and quantitatively. While familiarity with Twitter varied, no participants had previously participated in a professional Twitter live chat; the majority of participants indicated a positive perception and intensions to continue participating in Twitter live chats. Plans for introducing, scaffolding and reflecting on initial Twitter live chat experiences are detailed and considerations and implications are discussed.  相似文献   

Sleep Disturbance and Expressive Language Development in Preschool‐Age Children With Down Syndrome          下载免费PDF全文

Jamie O. Edgin  Ursula Tooley  Bianca Demara  Casandra Nyhuis  Payal Anand  Goffredina Spanò 《Child development》2015,86(6):1984-1998

Recent evidence has suggested that sleep may facilitate language learning. This study examined variation in language ability in 29 toddlers with Down syndrome (DS) in relation to levels of sleep disruption. Toddlers with DS and poor sleep (66%, n = 19) showed greater deficits on parent‐reported and objective measures of language, including vocabulary and syntax. Correlations between sleep and language were found in groups with equivalent medical and social backgrounds and after control for relevant behavioral comorbidities, including autism symptoms. These results emphasize the important role of quality sleep in all children's expressive language development, and may help increase our understanding of the etiology of language deficits in developmental disorders, potentially leading to new treatment approaches.  相似文献   

Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in undergraduate biology     

Jensen JL  Lawson A 《CBE life sciences education》2011,10(1):64-73

This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer.  相似文献   

A Quest for website accessibility in higher education institutions     

Kelly A. Harper  Jamie DeWaters   《The Internet and Higher Education》2008,11(3-4):160

Researchers increasingly suggest that accessibility remains a prominent issue across the World Wide Web (www). This study raises awareness about issues of access in higher education. This qualitative research design utilized a listserv that invited university based webmasters to use freeware to evaluate the overall accessibility of their institutions' homepage website. Participation was voluntary and evaluations were gathered electronically. Our sample indicated that most universities' homepages were non-compliant with the www.WorldWideWeb Consortium guidelines. One particular institution, however, satisfied all W3C guidelines earning a perfect Triple A. Simply stated, this exemplary website serves people of all exceptionalities. Studying this institution's implementation process, we propose that other institutions might emulate this exemplary model to achieve greater website accessibility for all constituents.  相似文献   

How Real is Too Real for the Law? Realism versus Right of Publicity in Video Game Design     

Jamie M. Litty 《广播与电子媒介杂志》2016,60(3):373-388

Realistic elements in video game design can inspire an appropriation claim, trademark dispute, or similar lawsuits, even when the underlying immaterial property from the real world was licensed. Video games can be First Amendment-protected expression, however, as in other media, there’s tension between the speech rights of creators and the personal rights of subjects. Furthermore, there’s disagreement from one jurisdiction to another regarding how much mimicry loses protection and how many dissimilarities are transformative enough to be lawful. Analysis of case law reveals a balancing act between protecting video games as expressive works and protecting individuals’ right of publicity.  相似文献   

Reimagining Counselor Education with Diversity as a Core Value     

Holly A. Stadler  Suhyun Suh  Debra C. Cobia  Renee A. Middleton  Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   

Making materials accessible to students in higher education institutes: Institutional obligations,methods of compliance,and recommendations for future action          下载免费PDF全文

Jamie Axelrod 《Learned Publishing》2018,31(1):39-44

Key points

• Current publishing restrictions cause duplicated – and wasted – effort to delivery of accessible information to students.
• Universities have a legal obligation to provide access, but this is not required from publishers.
• Initiatives to support access are helpful, but do not completely resolve the accessibility problems.

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Becoming creative practitioners: elementary teachers tackle artful approaches to writing instruction     

Jamie Simpson Steele 《Teaching Education》2016,27(1):72-87

The “creativity gap” is a distressing discrepancy between the ostensible value educators place on creativity and its absence in schools. How do teachers take on the attributes and skills of a creative practitioner? What struggles do they face in doing so? This case study examines the practices of six early elementary teachers who embarked on a professional development experience through which they learned arts-based strategies for prewriting activities. They purposefully practiced cultivating an environment in which student imagination would feed the generation of ideas and details in prewriting exercises. Findings indicate some teachers embraced this departure from the norm, recognizing how loosening their reigns emboldened “voice and choice” in student writing. Others experienced difficulty taking risks and developing spontaneity for accepting and responding to student ideas. Finally, teachers grappled with converging creative practice with everyday practices in the classroom.  相似文献