Food Safety Training Needs of Child Care Providers     

Anne S. Murphy  Angela Fraser  June P. Youatt  Carol A. Sawyer  Sandra L. Andrews 《Early education and development》1995,6(3):279-289

Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes.  相似文献   

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network     

Angela R. Bazzi  Cristina Mogro-Wilson  Nalini Junko Negi  Jennifer M. Reingle Gonzalez  Miguel Ángel Cano  Yessenia Castro 《Mentoring & Tutoring: Partnership in Learning》2017,25(2):151-165

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.  相似文献   

The art of being fully in the present with young children     

Dr. Denise A. Da Ros  Angela Wong 《Early Childhood Education Journal》1996,23(4):215-216

The different ways caregivers engage themselves with toddlers can transform daily interactions, for it is the quality of these innumerable experiences that form the basis of the very young child's “curriculum.” The authors discovered that “being fully in the present” has many benefits and rewards. They became more mindful and reflective using this technique, and their sensitivity toward caring for children grew.  相似文献   

Being chimaera: a monstrous identity for SoTL academics     

Rebecca Bennett  Julia Hobson  Angela Jones  Pamela Martin-Lynch  Cecily Scutt  Karin Strehlow 《高等教育研究与发展》2016,35(2):217-228

Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of ‘being academic’ when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of de-affiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical three-headed monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities.  相似文献   

A Comparative Study of Provision made in Recurrent Education for Workers,with Special Reference to the ‘150 hours’ in Italy     

Angela Newport 《比较教育学》1979,15(3):269-275

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Conceptualising play-based learning from kindergarten teachers’ perspectives   总被引：1，自引：0，他引：1  

Ellen Fesseha  Angela Pyle 《International Journal of Early Years Education》2016,24(3):361-377

This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the other on academic and social development in play. Results revealed inconsistencies in participants’ definitions and implementations of play-based learning in kindergarten classrooms. Several participants described the enactment of play that was entirely separate from learning, yet still indicated some belief in the ability to learn through play. While all participants described positive perspectives of play-based learning, more than half described the implementation of kindergarten programmes that did not fully integrate play-based learning as it is described in the Ontario curriculum. Participants were also asked to identify challenges they experienced in their implementation of play-based pedagogy. Participants in all enactment groups indicated experiencing challenges to their play implementation. These results support the need for a clear and consistent definition of play-based learning that will help determine how best to integrate play and the learning of academic skills.  相似文献   

There's a “pal” in principal     

Angela B. Haight 《Early Childhood Education Journal》1987,14(3):38-39

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Underprivileged urban mothers' perspectives on science     

Angela Calabrese Barton  Toby J. Hindin  Isobel R. Contento  Michelle Trudeau  Kimberley Yang  Sumi Hagiwara  Pamela D. Koch 《科学教学研究杂志》2001,38(6):688-711

The purpose of this article is to report our findings from a qualitative study intended to develop our understandings of how inner‐city mothers perceive science. Using qualitative methodologies, our analysis reveals that the mothers' perceptions can be grouped into four categories: perceptions of science as (a) schoolwork/knowledge, (b) fun projects, (c) a tool for maintaining the home and family, and (d) an untouchable domain. After we present these categories we compare our findings across categories to argue that those mothers who had spent time doing science with their children were more likely to have a more personal, dynamic, and inquiry‐based view of science. We also argue that mothers' perceptions of science were more dynamic when they spoke about situations and contexts that were familiar to them, such as food, nutrition, and child care. We conclude the article with a discussion of the implications our findings have for science education reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 688–711, 2001  相似文献   

Amount and accuracy of information recalled by cooperative dyads: The effects of summary type and alternation of roles     

Angela M. O'Donnell  Thomas R. Rocklin  Donald F. Dansereau  Velma I. Hythecker  Michael D. Young  Judith G. Lambiotte 《Contemporary educational psychology》1987,12(4)

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Graphing as a Means to Improve Middle School Science Learning and Mathematics-Related Affective Domains     

McHugh  Luisa  Kelly  Angela M.  Fisher  Jacqueline Horan  David Burghardt  M. 《Research in Science Education》2021,51(2):301-323

Research in Science Education - This study evaluated the effectiveness of the Mathematics Infusion into Science Project (MiSP), which integrated science and mathematics in an engaging middle school...  相似文献