Achieving equivalence: a transnational curriculum design framework     

Angela Clarke  Terry Johal  Kristen Sharp  Shayna Quinn 《International Journal for Academic Development》2016,21(4):364-376

Transnational education is now essential to university international development strategies. As a result, tertiary educators are expected to engage with the complexities of diverse cultural contexts, different delivery modes, and mixed student cohorts to design quality learning experiences for all. To support this transition we developed a transnational curriculum design framework that synthesises knowledge about what impacts on curriculum design. This framework aims to help academic developers communicate complex educational concepts and foster international communities of practice. It guides cyclical implementation that is focused on achieving equivalent and quality educational outcomes for students regardless of their location across the globe.  相似文献   

The existence and extent of spatial working memory ability in honeybees     

Michael F. Brown  Jonathan A. Moore  Catherine H. Brown  Kristen D. Langheld 《Learning & behavior》1997,25(4):473-484

Honeybees foraged from six locations, each of which was baited with sugar solution prior to each experimental trial. Under a variety of conditions, bees exhibited a small but reliable tendency to avoid revisits to locations that they had visited earlier during the experimental trial. These results replicate those of Brown and Demas (1994), who concluded that bees use working memory to discriminate previously visited locations from those not yet visited. The present experiments included procedures that allowed alternatives to this explanation to be more completely ruled out. The extent of spatial working memory performance exhibited by honeybees in these experiments appears to be limited by a process other than working memory capacity, perhaps the ability of bees to discriminate among several locations in close proximity to one another.  相似文献   

Childbirth Education for the HIV-Positive Woman     

Montgomery KS 《The Journal of perinatal education》2003,12(4):16-26

Pregnant HIV-positive women have unique education needs during the perinatal period. HIV-positive women need information regarding the differences in recommended care they can expect to experience both for themselves and their newborn. Differences in recommended care are related to minimizing transmission of the HIV virus. This article discusses the unique educational content needs of HIV-positive pregnant women. Providing women with appropriate information about what their labor and delivery experiences will entail can help them make decisions and promote a positive birth experience.  相似文献   

A real world comparison of the effectiveness of satellite training and classroom training     

Deborah L. Whetzel  Daniel B. Felker  Kristen M. Williams 《Educational technology research and development : ETR & D》1996,44(3):5-18

Businesses and educational institutions use satellite technology to transmit information for a number of purposes, including training. This study assessed the effectiveness of a satellite training program for achieving various learning requirements ranging from recognition and recall of information to the performance of a specific job procedure. This study also compared satellite training with traditional classroom training for two courses in which the same material was taught using both media. Results showed that learning occurred using the satellite medium and that there were slight but statistically significant differences between satellite and classroom instruction for learning job-related skills.Kristen M. Williams is a senior member of AIR's research staff specializing in training research and evaluation. The research reported here was conducted under Contract Number 104230-88-D-1811, Task Order Number 10430-92-D-1296 with the United States Postal Service. Opinions and conclusions presented do not necessarily reflect those of the U.S. Postal Service.  相似文献   

Elementary Students’ Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks     

Kristen Bethke Wendell  Hee-Sun Lee 《Journal of Science Education and Technology》2010,19(6):580-601

Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students’ materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students’ workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook’s reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students’ learning of science through authentic activity such as engineering design.  相似文献   

The relationship between peer victimization and post‐traumatic stress symptomatology in a rural sample     

James W. Crosby  Judy Oehler  Kristen Capaccioli 《Psychology in the schools》2010,47(3):297-310

Peer victimization (PV) has been associated with a number of negative psychological sequelae. Few studies, however, have examined the relationship between PV and the symptomatology of post‐traumatic stress disorder, and no studies to date have examined this relationship in a rural sample. Adapted versions of the SEQ‐SR and the TSCC were used to assess the relationship between PV and post‐traumatic stress symptomatology in a sample of 244 rural youths (ages 10–14) in two school districts in a south‐central area of the United States. In addition to a positive relationship between PV and post‐traumatic stress symptomatology, the results indicated relatively high rates of adult presence and peer bystanding during PV experiences. Limitations and implications for practice are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

Web Sites that Address Prematurity          下载免费PDF全文

Montgomery KS  Coen EM  Crawford JL 《The Journal of perinatal education》2004,13(1):45-48

Families of preterm infants need a tremendous amount of support. This resource column highlights several Web sites that may be useful to health care providers and childbirth educators, as well as to parents of premature infants and their families.  相似文献   

Soy protein     

Montgomery KS 《The Journal of perinatal education》2003,12(3):42-45

Soy protein comes from soybeans and offers multiple health benefits, some of which are just beginning to be discovered. This column reviews the health benefits of soy products with a special focus on women and children's health. To date, little has been written or researched that is directly related to perinatal health. Thus, the column has a more broad focus so that childbirth educators have a general resource to gain knowledge related to the use of soy-based foods.  相似文献   

Improving nutrition in pregnant adolescents: recommendations for clinical practitioners          下载免费PDF全文

Montgomery KS 《The Journal of perinatal education》2003,12(2):22-30

Pregnancy represents an ideal time for health promotion activities. Many women, including adolescents, are interested and willing to change health behaviors to improve the chance that they will deliver a healthy infant. This paper focuses on improving nutrition in pregnant adolescents. Seven recommendations are presented to help achieve this goal: 1) Focus on foods, not nutrients; 2) individualize and work within the pregnant adolescent's current eating habits; 3) consider the context of family and peer groups; 4) reward efforts; 5) make it easy; 6) focus on weight gain patterns for optimal birth outcomes; and 7) refer to a dietician, as needed. Use of these recommendations comprehensively addresses adolescent developmental needs to improve nutrition during pregnancy. These recommendations are not meant to be all-inclusive; rather, they are meant to serve as a guide for clinical management of nutrition for pregnant adolescents.  相似文献   

Using Student Video Cases to Assess Pre-service Elementary Teachers’ Engineering Teaching Responsiveness     

Tejaswini?DalviEmail author  Kristen?Wendell 《Research in Science Education》2017,47(5):1101-1125

Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students’ engineering design work. One important dimension to measure is novice teachers’ abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students’ initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers’ engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students’ science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.  相似文献