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21.
Compliance and Comprehension in Very Young Toddlers 总被引:1,自引:0,他引:1
We studied the relation of compliance with comprehension in 30 toddlers, 10 each at 12–13, 14–16, and 17–18 months of age. Requests, using preselected words, were made to children in the context of a naturalistic and pleasant play situation in a quasilaboratory setting. Detailed coding systems were used to define comprehension, compliance, and patterns of compliance-comprehension, noncompliance-comprehension, compliance-noncomprehension, and noncompliance-noncomprehension at each age period. Findings indicated significant shifts in the categories of compliance-comprehension and noncompliance-noncomprehension across the 3 ages, with the most striking change occurring between 14–16 and 17–18 months. Implications of the data are discussed. 相似文献
22.
Sleepless in academia 总被引:3,自引:0,他引:3
Sandra Acker 《Gender and education》2004,16(1):3-24
The conditions under which women academics work provide the impetus for this article. Current trends in feminist and other writing are moving us away from dwelling on the disadvantages women experience in the academy. Yet the findings from the two Canadian studies reported here suggest that issues around children and career, anxieties about evaluation, and fatigue and stress shape the daily lives of women academics. The women do find ways and means of coping and resisting, sometimes collectively, although one of the major responses—working harder and sleeping less—might be considered somewhat short of empowering. We also look at what the prospects are for changes in university policies and practices. 相似文献
23.
A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care. 相似文献
24.
Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices. 相似文献
25.
Krilowicz B Johnston W Sharp SB Warter-Perez N Momand J 《CBE life sciences education》2007,6(1):74-83
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI. 相似文献
26.
Subtypes, severity, and structural stability of peer victimization: what does latent class analysis say? 总被引:2,自引:1,他引:1
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach. 相似文献
27.
This article concerns a lacuna in chemistry students' reasoning about chemical bonding. Although chemistry students are familiar with the charges that make up the atom––both positive and negative––they refer only to the attraction between unlike charges. Specifically, they ignore the repulsion between the positive nuclei. We named this disregard of repulsion the lacuna of repulsion. Repulsion is a crucial component in the force-based explanation of chemical bonding, presenting the bond as a dynamic equilibrium between attraction and repulsion electrical forces. We noticed this lacuna incidentally while interviewing chemistry students for a bigger project aimed at supporting students in understanding the force-based explanation of chemical bonding. This article describes our systematic qualitative study of the lacuna of repulsion and its impact on mental models of 23 high school chemistry students. Our findings show that students use six mental models, most of them built upon each other. Beginning from a simple mental model that describes the chemical bond as electrons, continuing with the including attraction forces, and completing with repulsion and a dynamic view of the bond. Only when one considers both attraction and repulsion forces and understands the dynamic balance between them is it possible to build the force-based dynamic mental model of chemical bonding. 相似文献
28.
29.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
30.
Sandra M. Lawrence 《The Teacher Educator》2013,48(1):41-53
Abstract This paper describes a classroom‐based research study designed to determine how students in an undergraduate multicultural education course experience difficult and emotional content about racism. Samples of students’ reflective writing were used as sources of data, and Janet Helms’ theory of racial identity development served as the framework for analysis. Findings suggest that coursework in multicultural education can influence white students’ racial identities. In addition, the experiences of one white student are highlighted as she grappled with issues of white privilege and multicultural teaching. This study illustrates how reflective writing in combination with teaching practices informed by psychological theory helped to expand students’ understanding of racism while facilitating the development of their racial identities. 相似文献