Selected list of books and journals for the small medical library     

A N Brandon  D R Hill 《Bulletin of the Medical Library Association》1991,79(2):195-222

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Selected list of books and journals in allied health sciences     

A N Brandon  D R Hill 《Bulletin of the Medical Library Association》1990,78(3):233-251

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THE PARTY'S OVER     

Brandon AN 《Bulletin of the Medical Library Association》1963,51(4):584

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X. MARITAL AND EMOTIONAL ADJUSTMENT IN MOTHERS AND INFANT SLEEP ARRANGEMENTS DURING THE FIRST SIX MONTHS          下载免费PDF全文

Douglas M. Teti  Brian Crosby  Brandon T. McDaniel  Mina Shimizu  Corey J. Whitesell 《Monographs of the Society for Research in Child Development》2015,80(1):160-176

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The Intersection of Competitions and Classrooms in Forensics Pedagogy     

Brandon Merrell  Richard Flores 《Communication Studies》2015,66(4):433-447

Many forensics coaches also serve as professors or instructors in their home departments. As a result, they often carry competitive debate practices with them into the classes that they teach. Although this overlap is widely beneficial, it is not without risks. Not all competitive procedures are well suited for classroom environments. Instructors may sometimes incorporate competitive techniques by habit without carefully considering the pedagogical consequences. In this article, we review instructional materials and syllabi from collegiate argumentation and debate classes and identify several methods that are commonly carried over from competitive settings. We then assess the pedagogical and educational implications of implementing these practices in undergraduate classes. We find that several tools and procedures that are appropriate for competition are problematic or even detrimental when adopted in introductory courses. In particular, instructors should think carefully before choosing to emulate competitive formats, incorporate competitive theories, or train students to use competitive techniques.  相似文献   

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities     

Brandon M. Butler  Elizabeth Burns  Christina Frierman  Katrice Hawthorne  Alisa Innes  James A. Parrott 《Studying Teacher Education》2014,10(3):255-274

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators.  相似文献   

Infants and toddlers leverage their understanding of action goals to evaluate agents who help others     

Brandon M. Woo  Elizabeth S. Spelke 《Child development》2023,94(3):734-751

Why do infants and toddlers prefer helpers? Four experiments (conducted from 2019–2022; n = 136, 66% White, 15% Asian, 4% Black, 2% Hispanic/Latino, 13% multiracial, majority USA) investigated whether infants and toddlers favor agents whose actions allow others to achieve their goals. In the key experiment, 8-month-old infants and 15-month-old toddlers viewed a protagonist who tried and failed to open a box that contained a toy while two other agents (helpers) observed; then the toys were exchanged and the helpers opened different boxes. Infants and toddlers differently evaluated the two helpers, consistent with their developing means-end understanding. Together, the present four experiments connect infants' and toddlers' evaluations of helping to their understanding of goal-directed behavior.  相似文献   

The psychiatrist in child abuse — ethical and role conflicts     

Sydney Brandon 《Child abuse & neglect》1979,3(1):401-405

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Incorporating Comprehensive Counselling and Guidance Models into School Curricula in Sub-Saharan Africa     

John M. Kiweewa  Brandon A. Knettel  Melissa M. Luke 《International journal for the advancement of counseling》2018,40(2):133-147

There is an increasing body of evidence demonstrating the psychological and social challenges that afflict school-age children in sub-Saharan Africa. In spite of widespread calls to provide counselling and guidance services in schools, efforts at expanding these services remain fragmented and under-resourced. Grounded in both empirical and theoretical literature, this article calls for integration of counselling and guidance through a whole-school approach. Utilizing critical aspects of child and adolescent developmental theory, we summarize the current state of counselling and guidance in the region, evaluate attempts at integration, and propose adoption of a comprehensive guidance and counselling model into school curricula.  相似文献   

The Influence of Education Major: How Diverse Preservice Teachers View Pseudoscience Topics     

Susan Carol Losh  Brandon Nzekwe 《Journal of Science Education and Technology》2011,20(5):579-591

Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study how these cognitions related to education major and, because popular media often present pseudoscience “information”, student media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education majors watched less news or science television and read fewer popular science magazines. However, religious and media variables explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education students.  相似文献