Brain Health Knowledge in Community-Dwelling Older Adults     

Carolyn S. Park  Mary A. Nies 《Educational gerontology》2013,39(9):650-657

Aging and its effects on a person's quality of life are a growing health concern and burden for many Americans. Recently, studies have shown that adopting certain healthy behaviors may help maintain and or prevent age-related health issues such as cognitive decline. However, many people are unaware of these newfound facts. Furthermore, there is insufficient research evidence to understand how older adults view brain health and the differences between diverse groups of older adults. This study examines brain health knowledge and behaviors among Caucasian and African-American community-dwelling older adults in North Carolina. Findings were significant for level of education and total brain health knowledge scores, though there were no significant differences between races. In addition, there was a significant association between total number of health conditions and total brain health knowledge scores that warrants further study.  相似文献   

K–12 and University Educators Working Together Toward Change: Initiating a Conversation About Practice     

Mary Fisher  Patricia M. Rogan 《The Teacher Educator》2013,48(2):123-143

This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change.  相似文献   

Learning to ask,listen, and analyse: using structured interviewing assignments to develop reflection in preservice science teachers     

Deborah J. Trumbull  Mary Johnston Slack 《International Journal of Science Education》2013,35(2):129-142

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Contemporary Perspectives on Leadership: Focus and Meaning for Ambiguous Times, 1st Edition,James C. Sarros (Ed.), Tilde University Press,P.O. Box 72, Prahan,Victoria, 3181, Australia (2009), 277 pp., ISBN-13: 978-0-7346-1068-3     

Sue Brown 《Sport Management Review》2010,13(1):84-85

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Understanding the experiences of bilingual,Latino/a adolescents: Voices from gifted and general education     

Elizabeth Shaunessy  Patricia Alvarez McHatton  Claire Hughes  Alejandro Brice  Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182

Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided.  相似文献   

Reviews     

Vivienne Gross  Louise O'Connor  Sue Smedley  David Thomas 《Pastoral Care in Education》2013,31(3):40-42

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.  相似文献   

A Survey of Adolescent Worry In Northern Ireland     

Mary Gallagher  Rob Millar 《Pastoral Care in Education》2013,31(2):26-32

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7. The Wadleigh Complex: a dream that soured Mary Anne Raywid     

Mary Anne Raywid 《教育政策杂志》2013,28(5):101-114

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Change awareness in adolescents     

Mary Meeker 《Roeper Review》2013,35(4):39-41

The author provides some insight into the behavior of gifted children and suggests ways in which parents can provide a solid emotional foundation for their child's growth.  相似文献   

AN INVESTIGATION OF MAINSTREAM STAFF PERCEPTIONS OF ON‐SITE EBD UNITS     

Sue Sherbourne 《Emotional and Behavioural Difficulties》2013,18(2):29-38

In this article Sue Sherbourne establishes the policy issues underpinning the development of On‐Site Units and investigates staff perceptions of their role and function.  相似文献