Evening Light     

Martha Fusshippel 《The Educational forum》2013,77(4)

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A Multinomial Regression Model of Risk for Falls (RFF) Factors Among Filipino Elderly in a Community Setting     

Allan B. de Guzman  Jan Michael G. Garcia  Juan Paulo S. P. Garcia  Monica B. Garcia  Ross T. German  Martha Sabrina C. Gerong 《Educational gerontology》2013,39(9):669-683

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Children Left Behind: How to Mitigate the Effects and Facilitate Emotional and Psychosocial Development : Supportive community networks can diminish the negative effects of parental migration     

Martha Givaudan 《Child abuse & neglect》2013

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Stopping era: A pyrrhic victory   总被引：1，自引：0，他引：1  

Martha Solomon 《Communication quarterly》2013,61(2):109-117

This essay examines the rhetoric of the STOP ERA movement. It traces the elements of a divinely ordained order which STOP ERA advocates perceived in women, families, and societies and explores the contrasting anomalies and anomy which STOP ERA supporters perceive in the opposition. The essay also examines the rhetorical function of the vision offered by STOP ERA to its members and assesses the social impact of the message.  相似文献   

Stakeholder Identification of Barriers and Facilitators to Sexual Health Education for Female Survivors of Violence: A Mixed Methods Study     

Brooke E. E. Montgomery  S. Alexandra Marshall  Sharon E. Sanders  Martha M. Phillips  Michelle Cline  Max Snowden 《American journal of sexuality education》2018,13(1):18-39

There is a strong relationship between experiencing violence and participating in behaviors that increase the risk of contracting sexually transmitted infections. Sexual health education (SHE) tailored to the unique needs of female survivors of violence is needed. This paper presents findings from 40 surveys and 33 accompanying interviews with stakeholders representing 31 agencies in the violence advocacy community in Arkansas to investigate the feasibility, acceptability, and perceived need of a SHE program for female survivors of violence. Data also explore the role and preferences of community agencies in the design and implementation of such a program. Interviews with stakeholders revealed three themes: intervention concerns, content, and structure.  相似文献   

The International Baccalaureate Career Programme: a case study of college and career readiness policy goals     

Richard D. Lakes  Martha K. Donovan 《教育政策杂志》2018,33(1):62-84

The International Baccalaureate (IB) is noted in school reform policy circles as the gold standard of academic excellence. While the presence of IB as a sought-after education vendor has grown in the past decade, the organization has attempted to shake off its image as an elite agency serving only private international schools with its longstanding liberal arts curriculum. As such its turn toward the public sector in the United States with a credential for vocational students appears perplexing and out of step with its product brand, but the newer Career Programme (CP) is marketed as meeting the needs of applied learners in secondary schools. This paper offers a case study of two schools in one US state that adopted the CP, generating IB school enrollments from among talented vocational students while elevating its ranking on the college and career readiness (CCR) score, an annual assessment of postsecondary success. The CCR policy reformers advocate curricular improvements so that all students receive the academic foundations and employability skills needed to thrive in the new economy. Yet the egalitarian discourse of CCR could not be attended to using the CP. In this case study only high-achieving students were advised to participate and enroll in the program.  相似文献   

Kindergarten Teachers and Classrooms: A Transition Context     

Diane M. Early  Robert C. Pianta  Martha J. Cox 《Early education and development》1999,10(1):25-46

Demographic and structural features of kindergarten classrooms are described using data from the National Center for Early Development and Learning's (NCEDL) Transition Practices Survey, a nationally representative survey of kindergarten teachers (n=3595), as a first step in investigating the context of the transition to kindergarten. Findings indicate that kindergarten teachers have a lot of education and experience, but lack specific training on facilitating transitions to kindergarten. Kindergarten classrooms generally meet National Association for the Education-of Young Children (NAEYC) (Bredekamp & Copple, 1997) guidelines for class size, but are larger than some research indicates is optimal (Mosteller, 1995). All estimates are presented for the overall population and by metropolitan status, district poverty, and minority enrollment. Few differences were found between subgroups on teacher education, experience, transition training, or class size.  相似文献   

Implementing individual and small group learning structures with a computer simulation     

James D. Klein  Martha S. Doran 《Educational technology research and development : ETR & D》1999,47(1):97-109

The purpose of this study was to investigate the effects of implementing individual and small group learning structures with a computer simulation in accounting. College students used one of three learning structures with the simulation: (a) an individual structure, (b) a small group structure with extensive interaction, or (c) a small group structure with occasional interaction. Results indicated that performance scores were high regardless of learning structure. However, students who worked alone expressed significantly more continuing motivation for their learning structure than students who worked with a partner. Responses to student interviews revealed somewhat mixed feelings for the small group structures. Observation data indicated that students who used the extensive small group structure exhibited significantly more discussion and provided more answers to their partners' questions than students who used the occasional group structure. Implications for implementing small group structures with computer-based instruction are provided.  相似文献   

A Comparison of Middle and Junior High Science Teachers' Levels of Efficacy and Knowledge of Developmentally Appropriate Curriculum and Instruction     

Martha Schriver  Charlene M. Czerniak 《Journal of Science Teacher Education》1999,10(1):21-42

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Words And Stones: Building Museums     

Martha Morris 《Curator: The Museum Journal》2005,48(4):369-371

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