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ABSTRACTAdolescent sexual health programs often frame needs assessments using risk-taking, disease, or fertility data, fostering a narrow perspective of sexual health and limiting scopes of related programs. We address the gap between traditional measures and the socioecological lens used by many in the field. Using Washington State as an example, we report methods for developing and mapping an index of sex education needs that integrates social determinants of health (SDH) to reflect the complex, interrelated influences affecting adolescents. The generated index and maps support a holistic approach to assessing inequity, resource allocation gaps, and specific programmatic needs of young people. This case study demonstrates that it is possible and important to align adolescent sexual health measurement strategies with more holistic adolescent sexuality development frameworks. We recommend that public health professionals consider a broader range of data on SDH in their sex education policy and program decision making. 相似文献
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David A. Caruso Diane M. Horm-Wingerd Julianna C. Golas 《Early education and development》1998,9(3):219-237
The design and evaluation of the New England Head Start Teaching Center (NEHSTC), one of 14 federally funded programs created to test the efficacy of participatory, hands-on training for enhancing Head Start service delivery is the focus of this article. The unique characteristics of the NEHSTC and the outcome evaluation results from 3 years of training will be discussed. The findings demonstrate the NEHSTC was successful in implementing high quality, participatory training within the context of an ongoing Head Start program. Various Head Start staff who participated in the NEHSTC trainings demonstrated gains in knowledge, skills, and attitudes compared to similar Head Start employees who did not receive training. The positive findings suggest that participatory training should be included in the menu of training options available. Because of the unique size and scope of Head Start, the success of ongoing efforts to improve the quality of its programs and services are particularly significant. Within Head Start, this discussion of quality enhancements via innovative training models is timely given the advent of the new performance standards and the restructuring of the Training and Technical Assistance system. Additionally, the findings are relevant for broader efforts to improve early care and education programs nationwide. 相似文献
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Diane M. Horm-Wingerd David A. Caruso Sheryl Gomes-Atwood Julianna Golas 《Early childhood research quarterly》1997,12(4):407-424
Head Start Teaching Centers are a national demonstration project designed to provide participatory training in all Head Start component areas within the context of an exemplary Head Start program. Each Teaching Center employs an independent evaluation to study this alternative approach to Head Start staff development. This paper presents the results of the outcome evaluation for the first year of the New England Head Start Teaching Center. The New England Head Start Teaching Center was designed to provide intensive training during a 3 or 5 day period of residence at the Teaching Center. This paper briefly describes the national Head Start Teaching Center model, the implementation of this model in the New England region, the outcome evaluation plan, and the results from the first year of training. The analyses of year one data indicated that training provided by the New England Head Start Teaching Center produced significant gains. As compared to similar Head Start employees who did not participate in training, both trainees and their supervisors reported significant gains in trainees' knowledge, skills, and expertise after participating in the New England Head Start Teaching Center training. 相似文献
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Sara Silvério Marques Eva S. Goldfarb Julianna Deardorff Norman A. Constantine 《American journal of sexuality education》2017,12(1):35-54
Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field. Developmentally appropriate sexuality education was conceptualized consistently across interviews to include (a) addressing developmentally relevant topics, (b) adapting content to cognitive development, (c) accommodating developmental diversity, and (d) facilitating the internalization of sexual health messages. However, these views fell short of incorporating the breadth of knowledge offered by adolescent development research. 相似文献
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Julianna MRAZIK 《美中教育评论》2009,6(1):58-66
This paper is about a research focusing on recent problems of Hungarian teachers. The aim of the study is to reveal the real troubles of Hungarian pedagogues, on the basis of their answers to a questionnaire, the nature of these problems and how they affect the role of the teacher. Supposedly, the nucleus of the problems of the teachers is connected with existence, skills and material or professional uncertainty. The study based on the related professional literature and its main statements. The conclusions could be applied mostly to the intellectual and existential preparation of would-be teachers. The aim of the research is to reveal the real problems of the high school teachers after the turn of the century, what these problems are, how stressful they are and how they impact the changing teacher role as, ＂Teachers are central to any consideration of schools, and majority of education policy discussions focus directly or indirectly on the role of teachers＂ （Hanushek ＆ Rivkin, 2006）. Ever since the pedagogical researches had started many monitors, surveys and reports have there appeared about the actual matters, issues and problems of the teachers. However, these previous examinations were structured or set up on the base of assumptions of researchers. The possible problem-framing was quite hypothetical and suggested the presuppositions of the inventors of questions, not that of the involved teachers. The methodological mean of the research was the questionnaire. The research has supposed that problems that are in the forefront of teacher thinking include skills, lack of conformity to practical demands, and material and financial uncertainness. We have focused the survey on finding the problematic activities that are primary for the educators. The results could be applied mainly in the field of the teacher training, especially in the mental and existential preparation of the would-be-teachers. It has also an actuality, since the teacher training stands before a changeover from the traditional structure to the two-level structure （transition between the former traditional and the BA and MA levels of higher education）, so these remarks can also add somewhat to the reform program and--at the collective level-to the identification of issues important to the community of teachers, would-be-teachers and both in-service teachers and educators. 相似文献
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Christine Moseley Blanche Desjean‐Perrotta Julianna Utley 《Environmental Education Research》2010,16(2):189-208
The use of drawings as representations of personal mental models or images is one method of analyzing personal beliefs. This article discusses the development of the Draw‐An‐Environment Test and Rubric (DAET‐R) for assessing the mental models or images of the environment held by pre‐service teachers. It also provides results of preliminary research using the DAET‐R to assess pre‐service teachers’ personal beliefs and understandings about the environment, as interpreted from their drawings. Results of this pilot study using the DAET‐R for scoring early childhood pre‐service teachers’ drawings of the environment suggest that the participants’ mental models of the environment are incomplete. Results of this study also show that the DAET‐R can provide information about pre‐service teachers’ beliefs about the environment useful to teacher educators in the development and delivery of environmental education. 相似文献
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John P. Crowley Ryan J. Allred Julianna Follon Carly Volkmer 《Communication Studies》2018,69(3):283-293
Research on the mere presence hypothesis shows mixed findings for the effects of cell phone presence on various conversation outcomes. The current study performed a partial replication of Przybylski and Weinstein’s (2013) study, which showed that strangers were likely to report lower levels of relational quality and empathy (among other variables) when a cell phone was placed in their view, particularly when their conversations were rated as meaningful. The results of the current study failed to replicate Przybylski and Weinstein’s (2013) findings, because cell phone presence did not significantly influence relational quality or empathy, nor was meaningfulness a moderator of cell phone presence on conversation outcomes. Changing norms in cell phone usage and competing explanations for cell phone effects are explored as possible explanations for the failure to replicate. 相似文献
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Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves
Julianna Lopez Kershen Jennie Miles Weiner Chris Torres 《Equity & Excellence in Education》2013,46(3-4):265-283
AbstractThis qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop. 相似文献
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Teresa K. DeBacker Benjamin C. Heddy Julianna Lopez Kershen H. Michael Crowson Kristyna Looney Jacqueline A. Goldman 《教育心理学》2018,38(6):711-733
This investigation employed a longitudinal design to examine the influence of a one-shot growth mindset intervention on ninth-graders’ implicit beliefs about intelligence and related achievement goals in four different samples. The intervention conformed to characteristics of ‘wise interventions’. Participants’ incremental beliefs about intelligence and achievement goals were measured prior to the intervention and at several subsequent points in time following the intervention. Our results provide modest evidence that the one-shot intervention can promote incremental views of intelligence and reduce the prevalence of performance goals when used at scale. 相似文献