Jonah’s Birth     

Rachel Goldstein 《The Journal of perinatal education》2012,21(3):138-144

Rachel Goldstein shares her experience of exploring options related to care provider and place of birth early in her pregnancy. Goldstein and her husband, Marc, after reading and research, chose midwifery care and a home birth. She shares the story of a long labor at home supported by her husband, her doula, and her midwife. Her positive attitude, her ability to use various comfort strategies, and the support she received throughout labor contributed to being able to give birth naturally and ecstatically to her son Jonah.  相似文献   

DIFFERENT TYPES OF ACTION RESEARCH TO PROMOTE CHEMISTRY TEACHERS’ PROFESSIONAL DEVELOPMENT—A JOINED THEORETICAL REFLECTION ON TWO CASES FROM ISRAEL AND GERMANY     

Rachel Mamlok-Naaman  Ingo Eilks 《International Journal of Science and Mathematics Education》2012,10(3):581-610

Action research is defined as using research activities to develop concrete societal practices. Action research understands the change of practice as being already a central aim of the research process itself, and it also seeks to contribute to the professional development of all participants in the particular field of study. Even though (or maybe even because) action research has a long history in the literature, there is a wide variety of interpretations of it. These range all the way from research supportive, via interactive, to emancipatory approaches. There is also a broad range of objectives covering both improving professional environments and generating results of general interest. This paper explores the spectrum of justifications given for action research with a specific focus on science education. Two completely different examples of action research selected from Israel and Germany help illustrate the diversity of the topic. The Israeli case focuses primarily on the professional development of a group of teachers; the German example hones in on the development of suitable curricula and lesson plans for wide dissemination. Comparison of these two projects is embedded in a theoretical framework which categorizes the different action research modes and contemplates teachers?? professional development. The aim of this paper is to reflect upon the common potential inherent in differing forms of action research on science education, including the aspect of professional development among teachers.  相似文献   

Magnetic compass orientation in C57BL/6J mice   总被引：1，自引：0，他引：1  

Muheim R  Edgar NM  Sloan KA  Phillips JB 《Learning & behavior》2006,34(4):366-373

We report evidence for a robust magnetic compass response in C57BL/6J mice. Mice were trained to build their nests in one of four magnetic directions by creating a light gradient along the long axis of a rectangular cage and positioning a nest box at the opposite (dark) end. The mice were then tested overnight in a circular, visually symmetrical arena in one of four magnetic field alignments. The positions of the nests built in the test arena showed strong unimodal orientation in the magnetic direction coinciding with the dark end of the training cage.  相似文献   

Methuselah moms     

Nowak R 《New scientist (1971)》2006,192(2574):46-51

  相似文献   

Not brain-dead, but ripe for transplant     

Nowak R 《New scientist (1971)》2006,191(2563):6-7

  相似文献   

Clarity, charity and criticism, wit, wisdom and worldliness: Avoiding intellectual impositions     

David Turnbull  Henry Krips  Val Dusek  Steve Fuller  Alan Sokal  Jean Bricmont  Alan Frost  Alan Chalmers  Anna Salleh  Alfred I. Tauber  Yvonne Luxford  Nicolaas Rupke  Steven French  Peter G. Brown  Hugh LaFollette  Peter Machamer  Nicolas Rasmussen  Andy J. Miller  Marya Schechtman  Ross S. West  John Forge  David Oldroyd  Nancy Demand  Darrin W. Belousek  Warren Schmaus  Sungook Hong  Alan Chalmers  Rachel A. Ankeny  Peter Anstey  Jeremy Butterfield  Harshi Gunawardena 《Metascience》2000,9(3):347-498

  相似文献   

Breaking down buy-in: Can lessons from social psychology increase teacher use of proactive behavior management?     

Rachel E. Robertson 《Psychology in the schools》2020,57(11):1771-1786

Disruptive student behavior poses significant challenges for teachers and is associated with negative student outcomes. Research shows that teacher use of empirically-based proactive behavior management (PBM) can improve student outcomes; however, research also indicates that teacher use of PBM is low. One prominent factor in teacher use of PBM is “buy-in,” or personal interest, agreement, and investment in the implementation of a practice. When teachers buy in to an intervention, they may be more likely to implement and maintain the intervention with fidelity. Yet, there is little empirically-based understanding of buy-in or strategies known to increase the buy-in of school staff. The purpose of this paper is to describe research from social psychology that may be useful in developing a theoretical framework for buy-in, as well as approaches to increasing teacher buy-in and use of PBM. Implications for incorporating strategies from social psychology into teacher professional development to increase buy-in and use of PBM are discussed.  相似文献   

Exploring alternative assessments for signing deaf candidates     

Rachel O'Neill  Audrey Cameron  Eileen Burns  Gary Quinn 《Psychology in the schools》2020,57(3):344-361

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice.  相似文献   

The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools     

Rachel Hertz-Lazarowitz  Moshe Od-Cohen 《Psychology in the schools》1992,29(4):348-358

This study describes a community-wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth-, fifth-, and sixth-grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirty-three classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small-group settings and the other in whole-class settings, and one control (no program). Classroom climate was measured twice (pre-and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz-Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small-group program in all grade levels. The whole-class treatment showed improvement in higher grades, whereas the no-program control classrooms showed a significant decrease in classroom climate during the year. Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part of the school curricula.  相似文献   

Critical Pedagogy in HIV-AIDS Education for a Maya Immigrant Community     

Dilys Schoorman  Maria Cristina Acosta  Sister Rachel Sena  Traci Baxley 《Multicultural Perspectives》2013,15(4):194-200

In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and learning among marginalized communities.  相似文献