Revisioning professionalism from the periphery     

Jennifer Skattebol  Elizabeth Adamson  Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131

Abstract

The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates.  相似文献   

Children’s Beliefs about Learning and Physical Difficulties     

Elizabeth A. Nowicki 《International Journal of Disability, Development & Education》2007,54(4):417-428

Beliefs about learning and physical difficulties were explored in 50 younger children (M = 5.6, SD = 1.0 years) and 50 older children (M = 9.5, SD = 1.1 years). Participants were asked why they thought some children had learning or physical difficulties and whether children with these difficulties would always have them. The majority of older children were able to generate one or more ideas about the causes of learning and physical difficulties, but 58% of the younger children did not know the causes of learning difficulties and 42% did not know the causes of physical difficulties. Younger and older children thought that learning difficulties could be overcome with increased effort on the part of parents, teachers, and child, whereas physical difficulties were believed to be beyond anyone’s control. Results suggest that some aspects of children’s knowledge about causes and outcomes of learning and physical difficulties are limited. Research is needed to determine whether beliefs and misconceptions about learning and physical difficulties are associated with the quantity and quality of interpersonal interactions, and to determine the sources of children’s information as well as the accuracy of these sources.  相似文献   

BUT WHERE ARE THE YOUTH? ON THE VALUE OF INTEGRATING YOUTH CULTURE INTO LITERACY THEO     

Elizabeth Birr Moje 《Educational theory》2002,52(1):97-120

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Context modulation of learned attention deployment     

Metin Uengoer  John M. Pearce  Harald Lachnit  Stephan Koenig 《Learning & behavior》2018,46(1):23-37

In three experiments, we investigated the contextual control of attention in human discrimination learning. In each experiment, participants initially received discrimination training in which the cues from Dimension A were relevant in Context 1 but irrelevant in Context 2, whereas the cues from Dimension B were irrelevant in Context 1 but relevant in Context 2. In Experiment 1, the same cues from each dimension were used in Contexts 1 and 2, whereas in Experiments 2 and 3, the cues from each dimension were changed across contexts. In each experiment, participants were subsequently shifted to a transfer discrimination involving novel cues from either dimension, to assess the contextual control of attention. In Experiment 1, measures of eye gaze during the transfer discrimination revealed that Dimension A received more attention than Dimension B in Context 1, whereas the reverse occurred in Context 2. Corresponding results indicating the contextual control of attention were found in Experiments 2 and 3, in which we used the speed of learning (associability) as an indirect marker of learned attentional changes. Implications of our results for current theories of learning and attention are discussed.  相似文献   

Mentoring takes on different forms as we physically distance,but personally engage     

Beverly J. Irby  Elizabeth Pugliese 《Mentoring & Tutoring: Partnership in Learning》2020,28(1):1-5

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Teacher evaluation: the need for valid measures and increased teacher involvement     

Guri Skedsmo  Stephan Gerhard Huber 《Educational Assessment, Evaluation and Accountability》2018,30(1):1-5

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Economic well-being and children's social adjustment: the role of family process in an ethnically diverse low-income sample   总被引：1，自引：0，他引：1  

Mistry RS  Vandewater EA  Huston AC  McLoyd VC 《Child development》2002,73(3):935-951

Using latent variable structural equation modeling, a family economic stress model that links economic well-being to child well-being in an ethnically diverse, low-income sample of 419 elementary school-age children was evaluated. The sample was 57% African American and 28% Hispanic, and most families were headed by single mothers. The results provided support for the position that family process is a critical mediator of the effects of economic hardship on children's social adjustment. Lower levels of economic well-being, and the corollary elevated perceptions of economic pressure indirectly affected parenting behavior through an adverse impact on parental psychological well-being. Distressed parents reported feeling less effective and capable in disciplinary interactions with their child and were observed to be less affectionate in parent-child interactions. In turn, less than optimal parenting predicted lower teacher ratings of children's positive social behavior and higher ratings of behavior problems. Multiple-group analyses revealed that the pathways by which economic hardship influences children's behavior appear to operate similarly for boys and girls, and for African American and Hispanic families.  相似文献   

Circulating peptide and steroid hormone levels in patients with breast cancer     

Lakshmi Krishnamoorthy  Elizabeth Zachariah  P. G. Ramaswamy  N. Anantha 《Indian journal of clinical biochemistry : IJCB》1994,9(1):37-39

Circulating levels of gonadotropins (FSH,LH), prolactin (PRL), estradiol and progesterone were measured by radioimmunoassay in the sera of 60 patients with histopathologically proven breast cancer. 30 patients belonged to the post and 30 to the premenopausal group. 30 healthy women, 15 each in the pre and post menopausal groups served as controls for the study. Prolactin was elevated in 33% and 26% of pre and post menopausal breast cancer patients respectively. Lower levels of estradiol and progesterone were observed during the luteal phase of the menstrual cycle in premenopausal breast cancer patients. Among postmenopausal patients with breast cancer, LH was elevated in 32%, FSH in 15% and estradiol in 30% of the patients studied.  相似文献   

Librarians collaborate successfully with nursing faculty and a writing centre to support nursing students doing professional doctorates     

Matthew Bernstein  Linda Roney  Meredith Kazer  Elizabeth H. Boquet 《Health information and libraries journal》2020,37(3):240-244

This study explores how a three‐way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I.  相似文献   

Medical librarian 2.0     

Connor E 《Medical reference services quarterly》2007,26(1):1-15

Web 2.0 refers to an emerging social environment that uses various tools to create, aggregate, and share dynamic content in ways that are more creative and interactive than transactions previously conducted on the Internet. The extension of this social environment to libraries, sometimes called Library 2.0, has profound implications for how librarians will work, collaborate, and deliver content. Medical librarians can connect with present and future generations of users by learning more about the social dynamics of Web 2.0's vast ecosystem, and incorporating some of its interactive tools and technologies (tagging, peer production, and syndication) into routine library practice. doi: 10.1300/J115v26n01_01.  相似文献