Teachers’ role and attitudes concerning ADHD medication: A qualitative analysis     

Maruschka N. Sluiter  Albert W. Wienen  Ernst D. Thoutenhoofd  Jeannette M. Doornenbal  Laura Batstra 《Psychology in the schools》2019,56(8):1259-1270

The increased use of Attention Deficit/Hyperactivity Disorder (ADHD) medication by children has led to growing concerns. In a previous study, we found that many of the teachers that were interviewed about ADHD spontaneously associated ADHD with medication. The present study is a qualitative reanalysis of what precisely these 30 primary school teachers had spontaneously said about medication in our previous semi‐structured interviews on ADHD. Almost all respondents had experience with pupils taking ADHD medication. The majority of spontaneously mentions medication as the treatment of ADHD. Attitudes towards ADHD medication use by pupils are mainly ambivalent, but more positive than negative effects of medication are reported. However, what teachers say about ADHD medication is often not based on sound information; their attitudes tend to be formed by personal experiences rather than founded on professional and scientific sources. We conclude from our analysis that it will be in the interest of reducing the number of children on ADHD medication that teachers have good access to verified and up‐to‐date information on ADHD and medication so that they are better supported in making evidence‐based pedagogical judgments.  相似文献   

Investigating populations via penguins and their poo!     

Laura J. Bonnett  Simon R. White 《Teaching Statistics》2019,41(3):101-105

We describe an activity that introduces students to population modelling, enables them to use estimates obtained from a sample to infer back to the population, and understands how the findings are translatable via penguins and their poo!  相似文献   

Quantifying Qualitative Scholarship: A Fool’s Errand or a Methodological Necessity?     

Amy M. Magnus  Jenny S. West  Daniel W. Scott  Cheryl Maxson  Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249

This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned.  相似文献   

The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers     

Amy M. Elleman  Laura M. Steacy 《Scientific Studies of Reading》2019,23(1):1-7

ABSTRACT

This special issue bundles a set of eight empirical studies and one review article that explore the role of statistical learning (SL) mechanisms (both domain-specific and domain-general) in supporting word reading and spelling development, and vice versa. In this introduction to the special issue, we worked to summarize the extent to which studies support our hypotheses relating SL to reading and spelling development while pointing out inconsistencies across studies that require us to refine and rethink our hypotheses.  相似文献   

The effect of deservingness in invidious situations on the intensity of schadenfreude: a developmental study / El efecto del merecimiento sobre la intensidad de schadenfreude en situaciones de envidia: un estudio evolutivo     

Laura Quintanilla  Patricia Recio 《Infancia y Aprendizaje》2019,42(2):374-412

Objectives: envy is a negative social emotion that stems from a social comparison. This study explores the effect of deservingness on the intensity of schadenfreude (pleasure in another’s misfortune) in situations of invidious comparison. Method: the participants, 181 children between the ages of three and 10, were asked to describe what an envious character felt when the character (s/he) envied had lost an (deserved or undeserved) advantage. They were also asked to explain their answers. Results: the findings showed that schadenfreude was more intense when the lost advantage was undeserved than deserved only in young children. The difference between conditions decreased with age. The children’s explanations of schadenfreude were based on the damage to the envied person, whereas the responses of pity were justified by the misfortune and equitable ending (no one wins) of the story. Conclusions: the discussion addresses some of the possible factors, such as the acquisition of display rules, deservingness and perception of equality, that contribute to children’s understanding of emotions such as envy and schadenfreude.  相似文献   

Depicting Watt: contextualism,myopia and the long view     

Miller  David Philip 《Metascience》2020,29(3):377-383

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体力活动与癌症生存研究的10大问题     

Kerry S. Courney  Laura Q. Rogers  Kristin L. Campbell  Jeff K. Vallance  Christine M. Friedenreich 《北京体育大学学报》2016,39(2):40-48

摘要：今天的美国有1 400万的癌症存活者，其中的很多存活者中都接受了多种治疗，包括手术、放疗、化疗、靶向治疗等。这些治疗能够延长生存时间，但同时也会带来很多急慢性的副作用，危害健康，影响生活质量。体力活动（PA）与癌症生存这一领域发展迅速，主要研究PA对癌症患者的影响。基于该领域的研究进展，提出了以下10大研究问题：1）PA能够降低癌症复发风险、和/或提高存活吗？2）PA能够影响癌症治疗决策、完成率、和/或患者对治疗的反应吗？3）癌症存活者的最佳运动处方是什么？4）静坐少动行为对癌症存活者有何影响？5）癌症存活者最有效的体力活动干预方案是什么？6）哪些癌症会影响病人对PA的反应？7）癌症存活者进行体力活动时需要注意的安全问题有哪些？8）哪些具体的癌症症状可以由PA解决？9）对于癌症晚期患者，体力活动还有何作用？10）如何将体力活动研究结果转化到临床和社区肿瘤实践中来？上述问题的回答至关重要，这不仅关系到体力活动和癌症存活这一研究领域的发展，更重要的是，能够为每年数百万新诊断为癌症的病人、正在接受癌症治疗的病人、治疗结束处于恢复中的病人或是那些正在与晚期癌症抗争的病人带来福音。  相似文献   

Living in diversity: lesson plans for secondary schools     

Joyce Miller 《British Journal of Religious Education》2012,34(1):104-105

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TALKING ABOUT OUR TROUBLES: USING VIDEO-BASED DIALOGUE TO BUILD PRESERVICE TEACHERS' PROFESSIONAL KNOWLEDGE     

Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163

This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development.  相似文献   

A Review of “Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom”     

Shervette Miller 《Multicultural Perspectives》2013,15(3)

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