Sex and Pregnancy: A Perinatal Educator's Guide          下载免费PDF全文

Polomeno V 《The Journal of perinatal education》2000,9(4):15-27

This article is a continuation in the author's growing series of articles on intimacy and sexuality in the transition to parenthood and its relationship with perinatal education. So many couples in the author's perinatal education practice feel that health professionals are uncomfortable discussing sex and pregnancy. Indeed, the couples have so many questions and concerns regarding this subject; they are seeking answers so that they may better understand and cope with the changes in this aspect of their relationship. Perinatal education group encounters or special sessions are the ideal setting to discuss intimacy and sexuality during pregnancy. The objectives of this article are to provide the perinatal educator with content for the group sessions and tools for teaching strategies and activities.  相似文献   

Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place     

Lacey D. Huffling  Heidi B. Carlone  Aerin Benavides 《Cultural Studies of Science Education》2017,12(1):33-43

Heather Zimmerman and Jennifer Weible’s (Cult Stud Sci Educ, 2016) use of place-based pedagogy in high school science education honors their participants’ lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author’s (Huffling’s) biography and David Gruenewald’s (Educ Res 32:3–12, 2003. doi: 10.3102/0013189X032004003) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald’s (2003) constructs of decolonization and reinhabitation that could promote youths’ collective empowerment.  相似文献   

Metacognitive Realism: a cognitive style or a learning strategy?     

Véronique Jans  Dieudonné Leclercq 《教育心理学》1997,17(1-2):101-110

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsu‐lated in the question: “How far do I already know the content I am supposed to learn?” The authors address the following issues: (1) Is realism in metacognition a stable trait in learners?; (2) If not, by what is it influenced?. After a short review of the literature on the topic and the examination of experimental evidence, metacognition is considered as both a style and a strategy. The need for a taxonomy of metacognitive realism is demonstrated in order to clarify the topic and to facilitate applied research.  相似文献   

Features of instructional talk predictive of reading comprehension     

Catherine J. Michener  C. Patrick Proctor  Rebecca D. Silverman 《Reading and writing》2018,31(3):725-756

  相似文献   

National workshop on coding theory and cryptography     

J. Thomas  V. N. Sivasankara Pillai  E. Xavier  C. P. G. Vallabhan 《Resonance》2001,6(7):n1

  相似文献   

A Pilot Study of a Self-Administered Parent Training Intervention for Building Preschoolers’ Social–Emotional Competence     

Rebecca N. Thomson  John S. Carlson 《Early Childhood Education Journal》2017,45(3):419-426

Social–emotional skills are equally as crucial for school success as cognitive and academic skills (Webster-Stratton and Reid in Infants Young Child 17:96–113, 2004), yet many young children lack these skills (Lavigne et al. in J Am Acad Child Adolesc Psychiatry 35:204–214, 1996). Therefore, it is essential to invest in the development of social–emotional competence at an early age—a task that necessitates active parent involvement (Webster-Stratton and Reid 2004). This pilot study explored the effectiveness, integrity, and acceptability of a self-administered parent training intervention [Devereux Early Childhood Assessment—Second Edition (DECA-P2) family guide (Mackrain and Cairone in Promoting resilience for now and forever: a family guide for supporting the social and emotional development of preschool children, 2nd edn. Kaplan Early Learning Company, Lewisville, 2013)] targeting the promotion of social–emotional competence in young children (N = 12). Pre- and post-test parent reports revealed that children’s social–emotional competence increased and behavior problems decreased following program completion. Parent ratings indicated the intervention was carried out as intended (i.e., integrity) and that it was helpful (i.e., acceptability). These exploratory findings suggest that this self-administered parent intervention shows promise as an alternative to face-to-face early childhood prevention services.  相似文献   

Analysis of the Meanings of the Antiderivative Used by Students of the First Engineering Courses     

Luis R. Pino-Fan  Vicenç Font  Wilson Gordillo  Víctor Larios  Adriana Breda 《International Journal of Science and Mathematics Education》2018,16(6):1091-1113

In this article, we present the results of the administration of a questionnaire designed to evaluate the understanding that civil engineering students have of the antiderivative. The questionnaire was simultaneously administered to samples of Mexican and Colombian students. For the analysis of the answers, we used some theoretical and methodological notions provided by the theoretical model known as Onto-Semiotic Approach (OSA) to mathematical cognition and instruction. The results revealed the meanings of the antiderivative that are more predominantly used by civil engineering students. Also, the comparison between the mathematical activity of Mexican and Colombian students provides information that allows concluding that the meanings mobilized could be shared among their communities and are not particular of their classroom or university.  相似文献   

If ego identity is the envelope then adaptive change is the note to self: scaffolding the career choices of adolescents     

Terence V. Bowles  Kimberley A. Brindle 《International Journal for Educational and Vocational Guidance》2017,17(1):5-18

The first aim of the current article is to primarily propose a model to assist career counsellors in understanding and guiding adolescents towards career commitment. The second aim is to focus on the relationship between career identity and career certainty, and how these positively influence the achievement of ego identity and maturity. Finally, it is proposed that systematically applying a model of adaptive change will prompt adolescents to explore and understand their career options with greater certainty. Applying such a model provides career counsellors with a practical framework to guide adolescents with their career choices.  相似文献   

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*     

Randy V. Bradley  Chetan S. Sankar  Howard R. Clayton  Victor W. Mbarika  P. K. Raju 《Decision Sciences Journal of Innovative Education》2007,5(1):151-168

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.  相似文献   

International Counseling Traits: Identifying Counseling Traits Ranked most Important by International Counseling Professionals through Q-Sort Analysis     

Nathan C. D. Perron  Toni Tollerud  Teresa A. Fisher 《International journal for the advancement of counseling》2016,38(2):159-176

Research has shown an increase in the study and discussion of international counseling throughout the past decade in the mental health domain. The counseling profession continues to take steps to address the lack of access to and the quality of counseling support throughout the world. A Q-sort methodology was utilized in order to capture an understanding of what might be identified as the most important traits for counselors to consider when counseling in international settings. A uniquely constructed Q-sort model developed from a careful review of the literature resulted in 35 items that were evaluated by 43 participants in two phases of analysis. The results from the Q-sort led to fuller consideration of the 12 counseling traits ranked highest. Three core themes that emerged from the data included: valuing people, personal character, and multicultural intentionality. Discussion about the highest ranked traits and core themes provides consideration of research implications and future studies in international counseling as a whole.  相似文献