“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

Emergent Literacy: Children's Books from 0 to 3 Bettina Kümmerling‐Meibauer (Ed). (2011) Amsterdam: John Benjamins Publishing Company. ISBN: 978 90 272 1808 7 hb; 978 90 272 8323 8 eb, 275pp., £89.94     

Margaret Perkins 《Literacy》2014,48(3):166-167

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Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University          下载免费PDF全文

Margaret K. Gatumu  Frances M. MacMillan  Philip D. Langton  P. Max Headley  Judy R. Harris 《Anatomical sciences education》2014,7(5):389-398

This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists.  相似文献   

Understanding the Why: A Case Study in Managing the RDA Implementation     

Margaret Beecher Maurer  Roman S. Panchyshyn 《Cataloging & classification quarterly》2014,52(3):259-284

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The effects of the Healthy Steps for Young Children Program: results from observations of parenting and child development     

Margaret O&#x;Brien Caughy  Keng-Yen Huang  Therese Miller  Janice L. Genevro 《Early childhood research quarterly》2004,19(4):611-630

The Healthy Steps for Young Children Program (HS) is designed to provide support for new parents through the pediatrician's office. We present findings of the effect of HS on the quality of mother–child interaction, security of attachment, and child behavior using observational data from two of the HS sites that utilized a randomized treatment design. Results indicated that mothers participating in Healthy Steps were more likely to interact sensitively and appropriately than mothers in the comparison group at the second assessment point (age 34–37 months) but not at the first assessment point (age 16–18 months). There were no differences in child outcomes at either time point when the cross-sectional data were analyzed. However, the results of the longitudinal analysis (which included families who participated in the home observations at both Time 1 and Time 2) indicated that Healthy Steps participation was associated with greater security of attachment and fewer child behavior problems.  相似文献   

Editorial: Correction,farewell and welcome     

Margaret E. Holt 《Innovative Higher Education》1990,14(2):79-81

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Information literacy and flexible delivery: Creating a conceptual framework and model     

Debbie Orr  Margaret Appleton  Margie Wallin   《The Journal of Academic Librarianship》2001,27(6):503

Despite the growing recognition of the importance of information literacy education, there are few working models for curriculum integration within the Australian higher education sector. Librarians, in conjunction with faculty at Central Queensland University, developed a framework that assist in the planning and evaluation of information literacy programs.  相似文献   

Book reviews     

Margaret Early  Colin Day 《Publishing Research Quarterly》1991,7(2):91-95

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Meme Engineers: children as producers of musical culture     

Margaret Barrett 《International Journal of Early Years Education》2003,11(3):195-212

This paper examines the ways in which young children construct and negotiate musical meaning as song-makers in a post-modern consumerist musical world. A critical analysis of the presentation of music in two popular Australian children's television programmes (Play School and Hi-5) and the ways in which such media impact upon children's constructions of music and musical understanding is presented. This analysis provides a context for the examination of tensions that exist between a modernist account of what constitutes musical understanding in the young child, and an account that is cognisant of post-modern aesthetics. The implications of this concerning views of children's musical development and curriculum decision making are discussed and a view of the child as an active agent in the construction of her musical worlds is illustrated through an examination of the musical narratives of a 4-year-old child.  相似文献   

Whither Pastoral Care?     

Margaret Roberts 《Pastoral Care in Education》2006,24(2):62-64

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