The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners     

Paola Pilonieta  Adriana L. Medina  Jennifer I. Hathaway 《The Teacher Educator》2017,52(1):22-38

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and reflections were collected. The PSTs' experiences left them feeling like outsiders, fostering greater empathy for ELLs. As the PSTs faced the challenges of studying abroad, they developed ways of coping, which influenced their dispositions toward ELLs and the accommodations they wanted to make when teaching ELLs in their future classrooms. A model of the PSTs' learning progression within the study abroad experience is offered as a lens to consider their transformations. Findings suggest it would be beneficial for educators traveling abroad with PSTs to find ways to make explicit the connections between personal encounters and future teaching experiences.  相似文献   

Development of anxiety disorders in a traumatized pediatric population: a preliminary longitudinal evaluation     

Cortes AM  Saltzman KM  Weems CF  Regnault HP  Reiss AL  Carrion VG 《Child abuse & neglect》2005,29(8):905-914

OBJECTIVE: The current study was conducted to determine if post-traumatic stress disorder (PTSD) symptomatology predicted later development of non-PTSD anxiety disorders in children and adolescents victimized by interpersonal trauma. METHODS: Thirty-four children with a history of interpersonal trauma and no initial diagnosis of anxiety disorder participated in the study. Children were assessed at time one (T1) and then 12-18 months later at time two (T2). At T1, the Clinician Administered PTSD Scale for Children and Adolescents (CAPS-CA) and the Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version (K-SADS-PL) were used to evaluate children's PTSD symptoms and comorbid non-PTSD anxiety disorder diagnosis. At T2, the CAPS-CA and the K-SADS-PL were repeated. RESULTS: The diagnosis of PTSD and PTSD symptoms in children exposed to interpersonal trauma at T1, particularly the symptoms associated with avoidance and constricted emotional expression (criteria C) as well as physiological hyperarousal (criteria D), predicted the development of other anxiety disorders at T2. CONCLUSION: Traumatized children with initial PTSD symptomatology may be at risk of later development of other anxiety disorders.  相似文献   

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive,Atypical Social Behavior          下载免费PDF全文

Ana R. Mesquita  Jay Belsky  Alberto Crego  Inês Fachada  Paula Oliveira  Adriana Sampaio  Isabel Soares 《Child development》2015,86(4):1262-1271

Although the impact of early adverse experience on neural processing of face familiarity has been studied, research has not taken into account disordered child behavior. This work compared the neural processing of familiar versus strangers' faces in 47 institutionalized children with a mean age of 54 months to determine the effects of (a) the presence versus absence of atypical social behavior and (b) inhibited versus indiscriminant atypical behavior. Results revealed a pattern of cortical hypoactivation in institutionalized children manifesting atypical social behavior and that inhibited children displayed larger neural response to a caregiver's face than to the stranger's, while indiscriminant children did not discriminate between stimuli. These findings suggest that neural correlates of face familiarity are associated with social functioning in institutionalized children.  相似文献   

Survey on reporting of epithelial cells in urine sediment as part of external quality assessment programs in Brazilian laboratories     

Jos A. T. Poloni  Adriana de Oliveira Vieira  Caroline R. M. dos Santos  Ana-Maria Simundic  Liane N. Rotta 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2021,31(2)

IntroductionEpithelial cells (ECs) are structures regularly observed during urine microscopy analysis. The correct identification of EC subtypes can be useful since renal tubular epithelial cells (RTECs) are clinically relevant. We investigate the urinary ECs report and the judgement of its clinical importance by Brazilian laboratories.Materials and methodsA survey with four questions was made available to participants of the Urinalysis External Quality Assessment Program (EQAP) from Controllab. Laboratories composed 3 groups: (1) differentiating ECs subtypes: “squamous”, “transitional” and “RTECs”; (2) differentiating ECs subtypes: “squamous” or “non-squamous” cells; (3) without ECs subtype identification. Participants did not necessarily answer to all questions and the answers were evaluated both within the same laboratory’s category and within different categories of laboratories.ResultsA total of 1336 (94%) laboratories answered the survey; Group 1, 119/140 (85%) reported that ECs differentiation is important to the physician and 62% want to be evaluated by EQAP, while in Group 3, 455/1110 (41%) reported it is useful to them, however only 25% want be evaluated by EQAP. Group 2 laboratories 37/51 (73%) reported that the information is important, but only 13/52 (25%) are interested in an EQAP with differentiation of the 3 ECs subtypes.ConclusionMost of the laboratories do not differentiate ECs in the three subtypes, despite the clinical importance of RTECs. Education of laboratory staff about the clinical significance of urinary particles should be considered a key priority.  相似文献   

How are recommendations concerning reading and spelling disabilities arrived at and why do experts disagree?     

Adriana G. Bus 《Psychology in the schools》1989,26(1):54-61

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Adult Learning Experiences from an Aquarium Visit: The role of Social Interactions in Family Groups     

Adriana Briseo‐Garzn  David Anderson  Ann Anderson 《Curator: The Museum Journal》2007,50(3):299-318

Abstract How and what adults learn in the context of a family visit to an aquarium is a valuable and important question to ask, given the significance of this demographic to institutions such as these. Based on a larger empirical work,¹ this paper reports on the nature and character of adult learning within a family group context while visiting the Vancouver Aquarium Marine Science Centre (Canada), and the longitudinal effects of such experience in the weeks following the visit. In this study a multiple or collective instrumental case study approach was employed to examine the learning experiences of the adult members of 13 family groups; this approach demonstrates that adults visiting the aquarium as part of a family group are active social learners and not merely facilitators of the experience for younger visitors or caregivers. Our outcomes also indicate that the adult members of the participant family groups learned in a multiplicity of domains including the cognitive, the social, and the affective, as a result of their visit to the Vancouver Aquarium. In addition, we discuss the longitudinal impacts of the aquarium visit and provide valuable insights as to the relevance of these experiences in visitors' everyday lives.  相似文献   

Evaluation of two interventions to reduce aggressive and antisocial behavior in first and second graders in a resource-poor setting     

Joanne Klevens  José William Martínez  Brenda Le  Carlos Rojas  Adriana Duque  Rafael Tovar 《International Journal of Educational Research》2009,48(5):307-319

We conducted a three-arm cluster randomized controlled trial (n = 2491) to evaluate a teacher delivered intervention to reduce aggressive and antisocial behavior and increase prosocial behavior in the classroom. A second aim of this trial was to establish whether combining this intervention with an intervention for parents was better than the teacher-only intervention. This evaluation was conducted in a resource-poor setting (Pereira, Colombia). The findings show that both interventions prevented increases in aggressive and antisocial behavior. However, the teacher-only intervention also had a positive impact on increasing prosocial behavior.  相似文献   

Methodological Issues in Ethnic and Racial Identity Research With Ethnic Minority Populations: Theoretical Precision,Measurement Issues,and Research Designs     

Seth J. Schwartz  Moin Syed  Tiffany Yip  George P. Knight  Adriana J. Uma?a‐Taylor  Deborah Rivas‐Drake  Richard M. Lee  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):58-76

This article takes stock of research methods employed in the study of racial and ethnic identity with ethnic minority populations. The article is presented in three parts. The first section reviews theories, conceptualizations, and measurement of ethnic and racial identity (ERI) development. The second section reviews theories, conceptualizations, and measurement of ERI content. The final section reviews key methodological and analytic principles that are important to consider for both ERI development and content. The article concludes with suggestions for future research addressing key methodological limitations when studying ERI.  相似文献   

Family Context,Mexican‐Origin Adolescent Mothers' Parenting Knowledge,and Children's Subsequent Developmental Outcomes     

Laudan B. Jahromi  Amy B. Guimond  Adriana J. Umaña‐Taylor  Kimberly A. Updegraff  Russell B. Toomey 《Child development》2014,85(2):593-609

This study examined parenting knowledge among Mexican‐origin adolescent mothers (N = 191; M_age = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (M_age = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both underestimated and overestimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed.  相似文献   

A hybrid approach to university subject learning activities     

Luz Adriana Osorio Gómez  Josep M. Duart 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):259-271

In order to get a better understanding of subject design and delivery using a hybrid approach, we have studied a hybrid learning postgraduate programme offered by the University of the Andes, Bogotá, Colombia. The study analyses students' perceptions of subject design and delivery, with particular reference to learning activities and the roles of lecturers and students during moments of interaction. Elements of socio‐cultural activity theory were taken as a reference for subject analysis. It is a qualitative research project containing some quantitative data. For the purposes of the study, the following instruments were designed and applied: a student survey, student interviews (by subject), lecturer interviews, and a subject design and planning observation guide. The study's conclusions present the characteristics of learning activities and of student–lecturer and student–student interaction that fostered the attainment of subject learning objectives. These characteristics can make a positive contribution to the process of subject design and delivery using a hybrid approach, meaning integration between face‐to‐face and e‐learning actions in the delivery of learning activities.  相似文献