The lamaze certified childbirth educator: standards of practice     

Lothian JA 《The Journal of perinatal education》2007,16(1):29-31

A student in a Lamaze Childbirth Educator Program expresses concern that some Lamaze Certified Childbirth Educators (LCCE educators) do not teach classes that reflect Lamaze standards. In this column, the ethical and professional standards of the LCCE educator and the challenges the childbirth educator experiences while practicing in the current maternity-care environment are presented and discussed. Lamaze International's Code of Ethics for Lamaze Certified Childbirth Educators provides guidance when dealing with these challenges.  相似文献   

Screening of phonological awareness in the early elementary grades: an IRT approach     

Vloedgraven JM  Verhoeven L 《Annals of dyslexia》2007,57(1):33-50

The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses conducted within the framework of item response theory showed one latent ability to underlie the different sets of items, which nevertheless differed in difficulty. Analyses in terms of the children’s ability further showed the phonological awareness measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children’s level of ability. The conclusion that it is possible to accurately monitor the development of children’s phonological awareness in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening for reading problems and dyslexia.  相似文献   

Gender differences in motivation and strategy use in science: Are girls rote learners?     

Judith L. Meece  M. Gail Jones 《科学教学研究杂志》1996,33(4):393-406

This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.  相似文献   

Genderflex. Adaptive communication for trainers     

Judith C. Tingley 《Performance Improvement》1993,32(4):12-15

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Use of the Case Method in MBA Education     

Judith Blumenthal 《Performance Improvement Quarterly》1991,4(1):5-13

The position of the case method in MBA education is discussed, followed by an examination of the nature of business cases, benefits to be derived from the case method, roles for students and instructors in case-oriented courses, and issues concerning integration of cases into an overall course design. It is argued that case analysis helps students to develop the kinds of skills that are essential to success in business organizations: identification and analysis of complex business problems, application of judgment in developing solutions, interactive problem-solving, and persuasive presentation of conclusions. The case method presents special challenges to both the instructor and the student. Both are required to sacrifice their traditional roles. The instructor is a facilitator rather than a content expert, and the student must assume a highly active role, providing the substantive content for the discussion. Both instructor and student are well rewarded for their adjustments by the many benefits of the case method.  相似文献   

Work force education: Training implications for business basic skill programs     

Edward E. Gordon  Judith A. Ponticell  Ronald R. Morgan 《Performance Improvement》1994,33(8):30-34

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Factors affecting educators' comprehension of psychological reports     

Judith Wiener 《Psychology in the schools》1987,24(2):116-126

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Enhancing motivation for learning and work     

Judith Kirkhorn 《Performance Improvement》1988,27(8):21-25

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A message from the leadership development task force     

Judith B. Kirkhorn 《Performance Improvement》1988,27(8):1-1

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Do Babies Matter?: Gender and Family in the Ivory Tower Mary Ann Mason,Nicholas H. Wolfinger,and Marc Goulden. New Brunswick,NJ: Rutgers University Press, 2013.          下载免费PDF全文

Judith Lakämper 《Journal of American culture (Malden, Mass. : 2003)》2015,38(2):160-161

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