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Maternal Work and Child-Care Strategies in Peri-Urban Guatemala: Nutritional Effects 总被引：3，自引：0，他引：3
Patrice L. Engle 《Child development》1991,62(5):954-965
Associations of 293 mothers' work for earnings and child-care arrangements with the anthropometric status of their children were examined in urban Guatemala. It was hypothesized that during the period of life in which growth often falters (8 through 35 months), maternal employment could be beneficial for children. Informal workers tended to be poorer, less educated, and have more undernourished children than formal workers or nonworkers. When poverty and mother's education were controlled for, no effects of maternal employment on children's anthropometric growth patterns were seen. However, the percent of the family income the mother earned was positively associated with all anthropometric indicators, controlling for confounds. Children taken care of by preteen siblings had significantly lower weight for height than those in other situations, even controlling for SES and maternal employment status. These effects were not found in a 36-48-month-old sample. 相似文献
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The present study analyzes the humor of David Letterman from a balance theory perspective. From this perspective it is predicted that the relationship of the audience to the subject of the joke will influence the amount of audience response to that joke. Significant ANOVA and follow‐up Duncan multiple range test results support the hypothesis and are interpreted in terms of the relational balance theory perspective. 相似文献
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Patrice Rougier Nicolas Genthon Thibault Gallois-Montbrun Steve Brugière Eric Bouvat 《Research quarterly for exercise and sport》2013,84(4):702-709
To highlight the capacity of one- and two-legged standing protocols when assessing postural behavior induced by a rigid ankle orthosis, 14 healthy individuals stood upright barefoot and wore either an elastic stocking on the preferred leg or a rigid orthosis with or without additional taping in one- or two-legged (TL) conditions. Traditional center-of-pressure (CP) measures were evaluated for the total two-feet resultant CP and under the feet (plantar CP). Focusing on the plantar CP displacements under the leg fitted with the various orthoses demonstrated particular postural behaviors for traditional parameters with main effects along the mediolateral axis. Only the TL protocol showed the limiting effects of the rigid shells on the inversion-eversion movements in healthy individuals. 相似文献
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Patrice Potvin Julien Mercier Patrick Charland Martin Riopel 《Research in Science Education》2012,42(3):401-414
This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the
context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to
see if CEIC is or is not a productive step toward conceptual change. All students experienced a problem-based pedagogical
treatment called “the electronic challenge.” The randomly determined experimental group was also exposed to CEIC. Data shows
a significant beneficial effect of CEIC and no unwanted “contamination effect”, particularly for female subjects. 相似文献
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Rubén Garza Raymond Reynosa Patrice Werner Ellen L. Duchaine Rod Harter 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):226-244
The purpose of our study was to examine mentors’ conceptualizations of mentoring residents (preservice teachers) in a teacher residency program. Understanding the nuances of mentoring in a year-long placement in a mentor’s classroom may further illuminate mentoring in this context. In this qualitative, longitudinal study, we used constant comparative analysis to allow the data to drive recurring patterns and ideas linked to real-life situations and values coding to examine mentors’ conceptualizations of mentoring in a residency program. Residents enrolled in the federally-funded Teaching Residency Program for Critical Shortage Areas program were placed in a high-need urban secondary school for a year-long clinical experience to work alongside mentors, who had a non-evaluative role. By examining mentors’ conceptualizations of mentoring in this particular context, our data reveal aspects of their agency that reflected three main themes: (a) professional altruism, (b) extant knowledge, and (c) resident as stimulus. Our findings add to the research on mentoring by illuminating the voices of mentors to describe how they conceptualized mentoring and to further examine their motivations for mentoring, contributions to the mentee, and professional gains. 相似文献
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Pooja K. Agarwal Patrice M. Bain Roger W. Chamberlain 《Educational Psychology Review》2012,24(3):437-448
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice, or the use of quizzes and exams to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings (e.g., Roediger et al. 2011c). In this article, we review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, and quizzes with feedback improve students’ learning and metacognitive awareness. In addition to generating evidence to support retrieval-based learning, these applied research studies also enhanced the professional development of the teachers, administrators, and scientists involved in the project. In this article, it is our hope that by sharing what we have learned from a variety of perspectives, applied scientific research in K-12 classrooms will continue to be explored and generated at local, state, and national levels, improving student learning and educational decision-making. 相似文献
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