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The Teacher Leader Model Standards (TLMS) were created to stimulate discussion around the leadership responsibilities teachers assume in schools. This study used the TLMS to gauge the self-reported leadership responsibilities of National Board Certified Teachers (NBCTs). The NBCTs reported engaging in all domains of the TLMS, most frequently with Domain 1: Fostering a collaborative culture to support educator development and student learning, and least frequently with Domain 7: Advocating for student learning and the profession. 相似文献
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Charles H. Zeanah Megan R. Gunnar Robert B. McCall Jana M. Kreppner Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science. 相似文献
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Charles A. Nelson III Karen Bos Megan R. Gunnar Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146
Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume. 相似文献
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Question:
Can e-readers loaded with medical textbooks and other relevant material benefit medical students, residents, and preceptors in clinical settings?Settings:
The settings are North Carolina community clinics served by Duke University Medical Center and St. Joseph''s Hospital in Bryan, Texas, and Scott and White Memorial Hospital in Temple, Texas.Methods:
Duke University: Twenty second-year medical students and fourteen family medicine clerkship preceptors used Kindle e-readers in clinics during eight months of rotations. Students and preceptors provided feedback through an anonymous online survey. Texas A&M University: Nine fourth-year medical students in an elective compared medical textbooks in print, online, and on a Kindle. Six residents at a local hospital completed an anonymous online survey after a three-week loan of a Kindle loaded with medical textbooks.Results:
The e-reader''s major advantages in clinical settings are portability and searchability. The selected e-reader''s limitations include connection speed, navigation, and display. User preferences varied, but online resources were preferred. Participants suggested additional uses for Kindles in medical education.Conclusions:
The selected e-reader''s limitations may be resolved with further development of the device. Investigation of other e-readers is needed. Criteria for evaluating e-readers in clinical settings should include portability, searchability, speed, navigation, and display. Research comparing e-readers and mobile devices in clinical education is also warranted. 相似文献27.
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Nicole Megan Edwards 《Early education and development》2014,25(8):1219-1247
Research Findings: There is growing acknowledgment of the need for parenting interventions to address early-onset behavior and emotional concerns. Favorable child outcomes have been linked to parents’ responsiveness and positive expressiveness. Given the theoretical and empirical link between perceptions and actual behavior, Head Start mothers (n = 114) participated in an investigation to examine factors that may be associated with level of self-reported maternal expressiveness. Participants completed the Self-Expressiveness in the Family Questionnaire (Halberstadt, Cassidy, Stifter, Parke, & Fox, 1995). Analysis suggested that self-reported high negative expressiveness was linked with raising a preschooler with perceived internalizing and externalizing behaviors, high parenting stress, and obtaining a post–high school degree. A perceived view of being low in positive expressiveness, in contrast, correlated with different variables, including raising a preschooler with a diagnosed delay, not having any child receive specialized services, raising only 1 child, dropping out of high school, and not receiving behavior advice from Head Start staff. Practice or Policy: Implications for examining self-reported low positive and high negative expressiveness as separate constructs with possibly different intervention pathways are discussed. 相似文献
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Cindy Kovalik Chia-Ling Kuo Megan Cummins Erin Dipzinski Paula Joseph Stephanie Laskey 《TechTrends》2014,58(5):90-94
In this paper, four teachers shared their experiences using the following free Web 2.0 tools with their students: Jing, Wix, Google Sites, and Blogger. The teachers found that students reacted positively to lessons in which these tools were used, and also noted improvements they could make when using them in the future. 相似文献