Coupled physical and digital cadaver dissection followed by a visual test protocol provides insights into the nature of anatomical knowledge and its evaluation     

Kenneth C. Hisley  Larry D. Anderson  Stacy E. Smith  Stephen M. Kavic  J. Kathleen Tracy 《Anatomical sciences education》2008,1(1):27-40

This research effort compared and contrasted two conceptually different methods for the exploration of human anatomy in the first‐year dissection laboratory by accomplished students: “physical” dissection using an embalmed cadaver and “digital” dissection using three‐dimensional volume modeling of whole‐body CT and MRI image sets acquired using the same cadaver. The goal was to understand the relative contributions each method makes toward student acquisition of intuitive sense of practical anatomical knowledge gained during “hands‐on” structural exploration tasks. The main instruments for measuring anatomical knowledge under this conceptual model were questions generated using a classification system designed to assess both visual presentation manner and the corresponding response information required. Students were randomly divided into groups based on exploration method (physical or digital dissection) and then anatomical region. The physical dissectors proceeded with their direct methods, whereas the digital dissectors generated and manipulated indirect 3D digital models. After 6 weeks, corresponding student anatomical assignment teams compared their results using photography and animated digital visualizations. Finally, to see whether each method provided unique advantages, a visual test protocol of new visualizations based on the classification schema was administered. Results indicated that all students, regardless of gender, dissection method, and anatomical region dissected performed significantly better on questions presented as rotating models requiring spatial ordering or viewpoint determination responses in contrast to requests for specific lexical feature identifications. Additional results provided evidence of trends showing significant differences in gender and dissection method scores. These trends will be explored with further trials with larger populations. Anat Sci Ed 1:27–40, 2008. © 2007 American Association of Anatomists.  相似文献   

The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study          下载免费PDF全文

Matthew C. Lambert  Allen G. Garcia  Stacy‐Ann A. January  Michael H. Epstein 《Psychology in the schools》2018,55(3):229-239

There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students.  相似文献   

Helicopter Parenting: The Effect of an Overbearing Caregiving Style on Peer Attachment and Self‐Efficacy     

Daniel J. van Ingen  Stacy R. Freiheit  Jesse A. Steinfeldt  Linda L. Moore  David J. Wimer  Adelle D. Knutt  Samantha Scapinello  Amber Roberts 《Journal of College Counseling》2015,18(1):7-20

Helicopter parenting, an observed phenomenon on college campuses, may adversely affect college students. The authors examined how helicopter parenting is related to self‐efficacy and peer relationships among 190 undergraduate students ages 16 to 28 years. Helicopter parenting was associated with low self‐efficacy, alienation from peers, and a lack of trust among peers. Implications are provided for counselors and psychologists in college‐ and university‐based counseling centers to help them to understand and provide assessment and treatment for adult children of helicopter parents.  相似文献   

Religious Education In Australia     

Ernest James Stacy 《Religious education (Chicago, Ill.)》2013,108(5)

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In-House Training on New Library Processes at the NIST Research Library: A Case Study     

Marla Aizenshtat  Stacy Bruss  Catherine Wagner 《The Reference Librarian》2013,54(1):59-66

This case study describes the development and implementation of a home-grown internal training program to teach the reference staff at a U.S. federal government library a new process for obtaining research materials that are not owned through alternative means rather than through the traditional interlibrary loan. Proficiency in the new process and increased use of existing resources were goals of the program. Included are the activities related to planning, logistics, success indicators, and lessons learned in the development and delivery of the in-house training program.  相似文献   

Perceptions of Communication With Gay and Lesbian Family Members: Predictors of Relational Satisfaction and Implications for Outgroup Attitudes     

Jordan Soliz  Elizabeth Ribarsky  Meredith Marko Harrigan  Stacy Tye-Williams 《Communication quarterly》2013,61(1):77-95

This study investigates perceptions of family communication among members with different sexual identities. Specifically, from the perspective of heterosexual family members (N = 129), the study takes an intergroup perspective to determine how accommodative and non-accommodative communication and attitudes toward homosexuality predict intergroup anxiety and relational satisfaction with gay or lesbian family members. Further, the manner in which family communication influences attitudes toward homosexuality is examined. Results are discussed in terms of implications for research on heterosexual–homosexual interaction, family communication, and intergroup communication, in general.  相似文献   

An analysis of Social StoriesTM research using an evidence‐based practice model     

Michael R. Mayton  Anthony L. Menendez  John J. Wheeler  Stacy L. Carter  Morgan Chitiyo 《Journal of Research in Special Educational Needs》2013,13(3):208-217

The number of Social Stories^TM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence‐based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single‐subject studies across 13 peer‐reviewed journals, a 12‐year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single‐subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on‐ or above‐standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below‐standard acceptability in indicators related to both internal and external validity of studies.  相似文献   

Emotion in online college classrooms: examining the influence of perceived teacher communication behaviour on students’ emotional experiences     

Catherine F. Brooks  Stacy L. Young 《Technology, Pedagogy and Education》2013,22(4):515-527

This research focused on teacher communication behaviour as an influential factor in students’ educational experiences. This study examined students’ perceptions of emotion (involving teachers’ emotional support, students’ emotional work and students’ positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers’ positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students’ perceptions of their teachers’ verbal immediacy and presence in their instructional design were found to be most predictive relative to students’ emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students’ emotions and related social experiences with virtual teachers and course content in higher education.  相似文献   

Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions     

Amy M. Bippus  Stacy L. Young 《Journal of Applied Communication Research》2013,41(1):26-45

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.  相似文献   

Suburban legend: School cutoff dates and the timing of births     

Stacy Dickert-Conlin  Todd Elder 《Economics of Education Review》2010

Many states require children to reach age 5 by a specified date in the calendar year in order to begin kindergarten. We use birth certificate records from 1999 to 2004 to assess whether parents systematically time childbirth before these eligibility cutoff dates to capture the option value of sending their child to school at a relatively young age, thereby avoiding a year of child care costs. Testing for discontinuities in the distribution of births around cutoff dates, we find no evidence that the option value influences the timing of birth. Similarly, we find no systematic discontinuities in average mothers’ characteristics or babies’ health outcomes around cutoff dates. Timing in the neighborhood of eligibility cutoffs occurs only when the cutoffs coincide with weekends or holidays, which may have implications for recent research that assumes birth dates in the neighborhood of cutoffs are essentially randomly assigned.  相似文献