排序方式： 共有49条查询结果，搜索用时 203 毫秒
1.
2.
Difrisco E Goodman KE Budin WC Lilienthal MW Kleinman A Holmes B 《The Journal of perinatal education》2011,20(1):28-35
Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge. 相似文献
3.
4.
S. S. Segal 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):177-194
A survey of mathematics teaching practices in the first four years of the primary school examines teaching methods in relation to patterns of teaching behaviour. It shows how methods combine, how both the use of methods and teaching behaviour vary with school year and pupil ability, and how one method changed over a period of five years. Implications for method‐evaluation and observations on the teacher's reaction to age and ability differences are offered. 相似文献
5.
Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception. 相似文献
6.
Emily Lubart Refael Segal Vera Rosenfeld Jack Madjar Michael Kakuriev 《Educational gerontology》2013,39(5):416-423
Medical care in nursing homes is not provided by board-licensed geriatricians; it mainly comes from physicians in need of educational programs in the field of geriatrics. Such programs, based on curriculum guidelines, should be developed. The purpose of this study was to seek input from nursing home physicians on their perceived needs for training in geriatrics. A mail questionnaire survey was sent to nursing home physicians regarding their opinion on the most needed subjects and preferred training methods. Of the 210 surveys mailed, 132 (63%) were returned. More than a quarter of the respondents had not had any kind of geriatric medical education. A desire for geriatric training was evident, preferably in the form of courses and periodic seminars. Use of medications, infectious diseases, depression, dementia and cardiac disorders were the most important topics indicated by the respondents. These data can be of help in preparing the curriculum for a continuous medical education program in geriatrics, preferably in the form of courses and periodic seminars. 相似文献
7.
Alex Kesselman Kirill Kogan Michael Segal 《Informatik - Forschung und Entwicklung》2006,23(3):238-240
Informatik-Patente
Informatik-Patente 相似文献8.
Why Students Can't Write Arguments 总被引：2，自引：0，他引：2
9.
Our interest in a potential place for sociodramatic play in the early learning of physical science was activated while interviewing
two six year old girls after the classroom phase of our research study had ended. During spontaneous play, these girls initiated
inquiry into questions that had remained unanswered for them at the end of the teaching about Light.
Specializations: children's learning in science and technology, inclusion, contexts, teaching models. 相似文献
10.
Gilda Segal 《Research in Science Education》1992,22(1):348-357
To address expected negative attitudes to studying science and technology held by primary school student teachers, we devised
a learning model which combined cooperative group strategies with a learners' questions approach in a context which allowed
for pluralism in methodology and epistemology. The model was used in a teacher education elective subject studied by final
year Diploma of Teaching students at the University of Technology, Sydney. We found that some students were inexperienced
in participating in the planning and design of their learning and that for many students, being responsible for their learning
in a science and technology context aroused reactions of alarm and determined avoidance so that alternative pathways for achievement
in the subject had to be offered. Some students reported feelings of satisfaction in their successful learning despite initial
anxiety, low confidence or indifference.
Specializations: children's learning in science and technology; inclusion; contexts, teaching models. 相似文献