Epistemology and networking theories     

Ivy Kidron 《Educational Studies in Mathematics》2016,91(2):149-163

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Studying for Exams Just Got More Relaxing—Animal-Assisted Activities at the University of Connecticut Library     

Jo Ann Reynolds  Laurel Rabschutz 《College & Undergraduate Libraries》2013,20(4):359-367

In recent years, academic libraries have expanded their traditional focus on intellectual and scholarly pursuits, with many libraries now initiating programs that support student growth, development, and wellness. Although providing animal-assisted activities to college students is a fairly new concept, the social and therapeutic benefits of pet ownership or simply interacting with a companion animal are well documented. The University of Connecticut's Homer Babbidge Library on the Storrs campus chose to support the physical and emotional well-being of students during the stress-filled week of finals by providing therapy dogs. Student interaction and feedback were overwhelmingly positive.  相似文献   

The Role of Auditory and Visual Speech in Word Learning at 18 Months and in Adulthood          下载免费PDF全文

Mélanie Havy  Afra Foroud  Laurel Fais  Janet F. Werker 《Child development》2017,88(6):2043-2059

Visual information influences speech perception in both infants and adults. It is still unknown whether lexical representations are multisensory. To address this question, we exposed 18‐month‐old infants (n = 32) and adults (n = 32) to new word–object pairings: Participants either heard the acoustic form of the words or saw the talking face in silence. They were then tested on recognition in the same or the other modality. Both 18‐month‐old infants and adults learned the lexical mappings when the words were presented auditorily and recognized the mapping at test when the word was presented in either modality, but only adults learned new words in a visual‐only presentation. These results suggest developmental changes in the sensory format of lexical representations.  相似文献   

Investigating geographic variation in use of psychotropic medications among youth in child welfare     

Leslie LK  Raghavan R  Hurley M  Zhang J  Landsverk J  Aarons G 《Child abuse & neglect》2011,35(5):333-342

Objectives

Public Law (P.L.) 110-351, the “Fostering Connections to Success Act,” calls for state child welfare agencies to partner with Medicaid and pediatric experts to provide planning and oversight regarding the provision of health and mental health services, including medication, to children in state custody. Recent reports, media cases, and class action lawsuits suggest over-use of psychotropic medications to address the behavioral needs of children in the child welfare system. We examined geographic variability in psychotropic medication use across US child welfare agency catchment areas to determine how rates of psychotropic medication use vary in relation to child, community, child welfare, and health system-level factors.

Methods

Cross-sectional analysis of Wave 1 data for the 92 child welfare catchment areas participating in the National Survey of Child and Adolescent Well-being, a random probability sample of 2,504 children ages 2-15 years undergoing investigation for abuse and neglect. We employed multilevel regression modeling to examine the impact of catchment-level variables on medication use, controlling for child-level variables.

Results

Fifteen percent of children reported taking psychotropic medications. Rates of medication use across catchment areas ranged widely from 0 to 40%, a 40-fold difference. On multi-level logistic regression modeling, older age (p < .001), male gender (p < .001), emotional and behavioral problems (p < .001), and insurance (p = .05) were associated with psychotropic medication use at the child-level. At the catchment-level, stressful environment within the child welfare system was negatively associated with medication use. No other catchment-level variables examined were found to explain use.

Conclusions

Striking disparities in medication use exist across catchment areas in this national sample. Of the catchment variables examined, only stressful environment was related to medication use.

Practice implications

These findings highlight significant geographic variation in medication use that most likely reflect both under-use and over-reliance on psychotropic medication. The link between child welfare environment and medication use suggests the influence of systemic, as opposed to clinical, causes of variation in medication use. This requires greater implementation of organizational processes governing quality of care for this highly vulnerable population.  相似文献   

Beliefs, attitudes and perceptions about research and practice in a professional field     

Jane E. Klobas  Laurel A. Clyde 《Library & information science research》2010,32(4):237-245

Using the theory of planned behavior as a theoretical framework, survey data from 121 authors in the professional field of school librarianship (40% of whom were practitioners) were used to identify beliefs about publishing in the field, attitudes to research and publication, perceived social norms and social influences on research and publication, and perceived barriers to research and publication. The journals in which the authors prefer to publish and their reasons for journal choice are also reported. This is the first reported study to specifically address reasons for publication choice in a professional field, and it indicates that relevance to practice is an important consideration, in addition to scholarly rigor, when authors in professional fields consider where to publish their research. The views and motivations of full professors, other researchers and practitioner-authors were surprisingly similar, although practitioners—who had less research preparation than researchers—were less confident about their ability to conduct and write-up research. Additionally, researchers other than full professors, and practitioners, reported that the encouragements of peers and supervisors or senior colleagues were important social influences for research and publication.  相似文献   

Reflecting on institutional support for SoTL engagement: developing a conceptual framework     

Paula Myatt  Deanne Gannaway  Ivy Chia  Kym Fraser  Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160

This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building.  相似文献   

Reading motivation and reading comprehension growth in the later elementary years   总被引：1，自引：0，他引：1  

John T. Guthrie  A. Laurel W. HoaAllan Wigfield  Stephen M. TonksNicole M. Humenick  Erin Littles 《Contemporary educational psychology》2007

Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors. We obtained pre- and post-interview data, teacher ratings, motivation self-reports, and reading comprehension scores. Interviews showed motivation constructs to be semi-independent. Students’ reading motivations for narrative and information texts were not highly associated; and self-reports and other motivation reports were not highly associated, but situated and general reading motivations were correlated. Interview-based coding of motivation predicted reading comprehension growth, but reading comprehension did not predict motivation growth. Situated motivation for information books predicted general motivation growth according to multiple regression analyses. Implications for an engagement model of reading development were discussed.  相似文献   

Visual Chunking Skills of Hong Kong Children     

Ada?K.?H.?Pak  Alice?Cheng-laiEmail author  Ivy?F.?Tso  Hua?Shu  Wenling?Li  Richard?C.?Anderson 《Reading and writing》2005,18(5):437-454

This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies when processing characters. Children in higher grades performed better than those in lower grades on every character type, and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading ability are slower to develop advanced chunking skills.  相似文献   

CONSTRUCTING KNOWLEDGE ABOUT THE NOTION OF LIMIT IN THE DEFINITION OF THE HORIZONTAL ASYMPTOTE   总被引：1，自引：0，他引：1  

Ivy Kidron 《International Journal of Science and Mathematics Education》2011,9(6):1261-1279

Processes of knowledge construction are investigated. A learner is constructing knowledge about the notion of limit in the definition of the horizontal asymptote. The analysis is based on the dynamically nested epistemic action model for abstraction in context. Different tasks are offered to the learner. In her effort to perform the different tasks, the learner encounters a situation of conflict between her concept image of the horizontal asymptote and the concept definition. The model of abstraction in context is used to analyze two new constructions of knowledge for the learner, which permit her to reconsider her concept image and to conceptually understand the definition of the horizontal asymptote.  相似文献   

Effects of the child–perpetrator relationship on mental health outcomes of child abuse: It's (not) all relative     

Laurel J. Kiser  Carla Smith Stover  Carryl P. Navalta  Joyce Dorado  Juliet M. Vogel  Jaleel K. Abdul-Adil  Soeun Kim  Robert C. Lee  Rebecca Vivrette  Ernestine C. Briggs 《Child abuse & neglect》2014

The present study was conducted to better understand the influence of the child–perpetrator relationship on responses to child sexual and physical trauma for a relatively large, ethnically diverse sample of children and youth presenting for clinical evaluation and treatment at child mental health centers across the United States. This referred sample includes 2,133 youth with sexual or physical trauma as their primary treatment focus. Analyses were conducted to ascertain whether outcomes were dependent on the perpetrator's status as a caregiver vs. non-caregiver. Outcome measures included psychiatric symptom and behavior problem rating scales. For sexual trauma, victimization by a non-caregiver was associated with higher posttraumatic stress, internalizing and externalizing behavior problems, depression, and dissociation compared to youth victimized by a caregiver. For physical trauma, victimization by a non-caregiver was also associated with higher posttraumatic symptoms and internalizing behavior problems. The total number of trauma types experienced and age of physical or sexual trauma onset also predicted several outcomes for both groups, although in disparate ways. These findings are consistent with other recent studies demonstrating that perpetration of abuse by caregivers results in fewer symptoms and problems than abuse perpetrated by a non-caregiving relative. Thus, clinicians should not make a priori assumptions that children and adolescents who are traumatized by a parent/caregiver would have more severe symptoms than youth who are traumatized by a non-caregiver. Further exploration of the role of the perpetrator and other trauma characteristics associated with the perpetrator role is needed to advance our understanding of these findings and their implications for clinical practice.  相似文献