Connecting the Dots: Exploring Themes in Adoption Picturebooks     

April?A.?MattixEmail author  Patricia?A.?Crawford 《Early Childhood Education Journal》2011,39(5):313-321

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Person-Centered Messages,Attributions of Responsibility,and the Willingness to Forgive Parental Infidelity     

Morgan April 《Communication Studies》2019,70(1):79-98

This study tested the degree to which person-centered disclosures about parental infidelity are associated with adult children’s attributions of responsibility for infidelity and willingness to forgive the offending parent. Participants included 299 adult children (aged 18–30) who were randomly assigned to hypothetical scenarios manipulating the person-centeredness of the offended parent’s disclosure and the biological sex of the offending parent. Although person-centered disclosures did not predict willingness to forgive, children’s attributions of responsibility for the offense did inversely predict their willingness to forgive. Meaningful differences in attributions of responsibility and willingness to forgive emerged on the basis of the sex of the offending parent. The results support attribution theory by showing that part of understanding third-party relational transgressions involves assessments of responsibility.  相似文献   

Misconceptions Are “So Yesterday!”     

April Cordero Maskiewicz  Jennifer Evarts Lineback 《CBE life sciences education》2013,12(3):352-356

At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday''s news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea. This essay provides an overview of the discussion within the learning sciences community surrounding the term “misconceptions” and how the education community''s thinking has evolved with respect to students’ conceptions. Using examples of students’ incorrect ideas about evolution and ecology, we show that students’ naïve ideas can provide the resources from which to build scientific understanding. We conclude by advocating that biology education researchers use one or more appropriate alternatives in place of the term misconception whenever possible.  相似文献   

Exploring strategic public relations management in China: current state and challenges     

Cen April Yue 《亚洲交流杂志》2013,23(6):500-524

ABSTRACT

Applying four generic principles that are most relevant to strategic public relations management, this study examines the extent to which public relations is strategically managed in China. Public relations practitioners from four types of organizations participated an online survey (N?=?92) and an interview (N?=?20). It was found that public relations mainly contributes to routine operations rather than strategic policy-making. While typically given a direct reporting line with top management, public relations departments are not trusted to handle government relations and are considered inferior to the marketing department. Practitioners in the survey indicated the use of all four models to various degree in their organizations, despite that interviews revealed the difficulty to implement symmetrical communication model as compared to the other three models. In addition, practitioners were more proficient in fulfilling technician roles than managerial roles.  相似文献   

Community Colleges And Stem: Examining Underrepresented Racial And Ethnic Minorities by R. T. Palmer & J. L. Wood (Eds.)     

Yu “April” Chen 《Community College Journal of Research & Practice》2013,37(9):880-882

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PRESERVICE TEACHERS’ VIEWS ABOUT NATURE OF SCIENTIFIC KNOWLEDGE DEVELOPMENT: AN INTERNATIONAL COLLABORATIVE STUDY     

Ling L. Liang  Sufen Chen  Xian Chen  Osman Nafiz Kaya  April Dean Adams  Monica Macklin  Jazlin Ebenezer 《International Journal of Science and Mathematics Education》2009,7(5):987-1012

This article presents the findings of an international collaborative investigation into preservice teachers’ views on the nature of scientific knowledge development with respect to six elements: observations and inferences, tentativeness, scientific theories and laws, social and cultural embeddedness, creativity and imagination, and scientific methods. A total of 640 preservice teachers, 209 from the United States, 212 from China, and 219 from Turkey, participated in the study. The survey “Student Understanding of Science and Scientific Inquiry (SUSSI)”, having a blend of Likert-type items and related open-ended questions, was used to gain a fuller understanding of the preservice teachers’ views of the nature of scientific knowledge development. Across the three countries, the participants demonstrated better understanding of the tentative NOS aspect but less understanding of the nature of and relationship between scientific theories and scientific laws. The Chinese sample scored highest on five of the six Likert sub-scales, the USA sample demonstrated more informed views on observation and inference, and the Turkish preservice teachers possessed relatively more traditional views in all six NOS aspects. Conclusions and limitations of the present study as well as implications and recommendations for future studies, are also discussed.  相似文献   

The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children     

Rebecca Isbell  Joseph Sobol  Liane Lindauer  April Lowrance 《Early Childhood Education Journal》2004,32(3):157-163

What began as a case study of intergenerational initiatives in university-based early childhood programs evolved into a comparative study of two different program implementation processes. Despite operating with the same goals, university partners, and resources, two early childhood centers pursued fundamentally different strategies for launching their intergenerational programs. One site followed what we call an explicit intervention with a set timeline and series of planned steps for finding, placing, and involving seniors in classroom activities. The other pursued what we call an emergent (or organic) strategy with no predetermined plan for finding senior volunteers and integrating them into classroom activities. Drawing on data collected from interviews with program staff and parents, and observations of intergenerational activities, this study serves to describe, compare, and contrast these alternative program initiation strategies. Both models are effective, but represent different approaches to valuing the contributions of older adults in the lives of young children.  相似文献   

Discrepant performance on multiple‐choice and short answer assessments and the relation of performance to general scholastic aptitude     

April Bleske‐Rechek  Nicole Zeug  Rose Mary Webb 《Assessment & Evaluation in Higher Education》2007,32(2):89-105

We conducted correlational and performance discrepancy analyses on exam and achievement data taken from students in three psychology courses. Across courses, the same findings emerged. First, only a small fraction of students consistently performed more strongly on one type of assessment (e.g., multiple‐choice) than on another (e.g., short answer). Second, students’ multiple‐choice performance, above and beyond their short answer performance, accounted for variation in students’ standing on achievement measures unrelated to psychology (including high school class standing, American College Test score, and college grade point average). In contrast, students’ short answer performance, above and beyond their multiple‐choice performance, did not account for variation in students’ standing on those achievement measures. Our findings support the continued use of multiple‐choice items to assess student learning.  相似文献   

Lessons learned from more than two decades of HIV/AIDS prevention efforts: implications for people who are deaf or hard of hearing     

Winningham A  Gore-Felton C  Galletly C  Seal D  Thornton M 《American annals of the deaf》2008,153(1):48-54

In contrast with the nearly 30 years of HIV/AIDS research with the hearing community, data on HIV infection among persons who are deaf and hard of hearing is primarily anecdotal. Although the few available estimates suggest that deaf and hard of hearing persons are disproportionately affected by HIV infection, no surveillance systems are in place to identify either frequency or mode of HIV infection within this population. Moreover, to date, all empirically validated HIV prevention interventions have relied on communication strategies developed for persons who hear. Therefore, understanding and developing effective prevention methods is crucial for persons who are deaf or hard of hearing. The authors explore (a) factors among this population that may contribute to HIV-related behaviors, (b) four key concepts consistently included in successful interventions, and (c) practical ways in which to use this information to tailor effective intervention strategies for this population.  相似文献   

Effect of short‐ and long‐term play therapy services on teacher–child relationship stress     

Dee C. Ray  Robin K. Henson  April A. Schottelkorb  April Garofano Brown  Joel Muro 《Psychology in the schools》2008,45(10):994-1009

The purpose of the present study was to explore the effect of both short‐ and long term Child‐Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short‐term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long‐term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre‐ to posttest. Post hoc analyses indicated that the short‐term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. © 2008 Wiley Periodicals, Inc.  相似文献