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41.
Stephanie L. Sitnick Daniel S. Shaw Chelsea M. Weaver Elizabeth C. Shelleby Daniel E. Choe Julia D. Reuben Mary Gilliam Emily B. Winslow Lindsay Taraban 《Child development》2017,88(1):27-40
Using a cohort of 310 low‐income male adolescents living in an urban community and followed prospectively from 18 months through adolescence (ages 15–18 years), the current study examined whether individual, family, and community risk factors from ages 18 to 42 months were associated with adolescents' violent behavior, as indexed by juvenile petitions. Results of multivariate analyses indicated that although family income was the only factor to discriminate those with no arrest record from those with nonviolent arrests, rejecting parenting, child oppositional behavior, emotion regulation, and minority status during the toddler period contributed unique variance in distinguishing male adolescents arrested for violent behavior compared to those never arrested and those arrested for nonviolent behavior. Implications for prevention efforts are discussed. 相似文献
42.
Chelsea Campbell 《Community College Journal of Research & Practice》2017,41(6):351-354
ABSTRACTThe Water Quality Management Technology department at Red Rocks Community College in Denver, CO received a National Science Foundation grant and converted 24 courses from a face-to-face format to online and hybrid formats. The courses were converted to meet a growing employment need within the water industry. The online and hybrid options gave incumbent industry professionals, who may have a difficult schedule, the ability to keep their certifications current. In the future, the department will continue to evaluate curriculum modalities to ensure optimum student learning and cultivate more partnerships between industry and other colleges to create multiple pathways for students. 相似文献
43.
Background:Project ECHO (Extension for Community Healthcare Outcomes) is a telehealth initiative that aims to reduce disparities in delivery of health care by leveraging technology and local expertise to provide guidance on specialized subjects to health care providers across the world. In 2018, a new ECHO hub convened in Indianapolis with a focus on health care for individuals in the lesbian, gay, bisexual, trans, and queer (LGBTQ+) populations. This ECHO iteration was one of the first of its kind and would soon be followed by a new human immunodeficiency virus (HIV) ECHO as well.Case Presentation:In a novel approach, information professionals participated in the early planning stages of the formation of these ECHO teams, which enabled the provision of real-time medical evidence and resources at the point-of-need once the teams were launched. This case study demonstrates proof of concept for including health sciences librarians and/or information professionals in the ECHO as hub team members. In this case study, the authors describe and quantify the value added to the HIV and LGBTQ+ ECHO sessions by the medical librarians, as well as provide a template for how other telehealth initiatives can collaborate with their local health information professionals.Conclusions:Librarian involvement in Project ECHO over the past three years has been enthusiastically received. The librarians have contributed hundreds of resources to ECHO participants, helped build and curate resource repositories, and expanded the embedded librarian program to an additional two ECHO iterations. ECHO hub team members report high rates of satisfaction with the performance of embedded librarians and appreciate the provision of point-of-need evidence to ECHO participants. 相似文献
44.
Ann Farrar 《Teaching Artist Journal》2017,15(1):28-32
Although there is no shortage of instruction in popular literature as to how to eat for health, live your best life, and above all lose weight, there is not a great deal of literature instructing young artists on ways to stay healthy and vibrant—nurturing creativity and longevity at the same time. This article proposes simple solutions to health and wellness concerns for teaching artists and outlines next steps related to self-care, action, and accountability. 相似文献
45.
Chelsea Sue Bahnson Snyders 《Early Childhood Education Journal》2014,42(6):405-414
With the adoption of the Common Core Standards and a renewed emphasis on critical and higher-order thinking skills, exploring the relationship among writing development, self-efficacy beliefs, perseverance, and effort has become essential. The nature of writing workshop not only lends itself to differentiation among students but also provides opportunities to explore authentic texts and tasks. The purpose of this qualitative, multicase study was to explore the development of kindergarten writers within a writing workshop. Research questions focused on writer identity, writing self-efficacy, and growth as kindergarten writers. The participants, two female and one male, were randomly chosen for this study and attended an all-day, 3-days per-week kindergarten program at a public school in the upper Midwest. Student writing interviews, videotaped student–teacher conferences, and student written work served as data sources. The writing workshop framework provided a learning environment that was conducive to the formation of the three children’s writing identities. As students engaged in writing mini-lessons, text inquiries, writing, and sharing writing with peers, student writing stamina and engagement increased. Students utilized techniques and strategies of published writers. Students adopted these qualities in their views of themselves as writers. Suggestions for future research included exploring writing self-efficacy in relation to everyday kindergarten experiences, allowing for sharing and feedback, and addressing the ways in which writing workshop might provide for authentic and rigorous instruction and tasks in kindergarten classrooms. 相似文献
46.
Chelsea L. Derlan Adriana J. Umaña‐Taylor Russell B. Toomey Kimberly A. Updegraff Laudan B. Jahromi Lluliana I. Flores 《Child development》2014,85(4):1357-1365
This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican‐origin adolescent mothers (N = 205, Mage = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person–environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity. 相似文献
47.
In this collaborative article, we seek to unsettle the dominance of Western, reconstructionist accounts of Indigenous Australian sport history through reflections on our past research in the Queensland Aboriginal community of Cherbourg. That research focussed on a statue of legendary 1930s cricketer, Eddie Gilbert, and on sport exhibitions in Cherbourg's Ration Shed Museum. Here, we are less concerned with unveiling the ‘true’ account of Australian Aboriginal sporting history, or even a ‘true’ Indigenous representation of events. Rather, we are interested in analysing various perspectives in order to generate a more inclusive and complete account of Aboriginal sport history and the narrative implications of these for Indigenous and non-Indigenous Australia. Central to this endeavour is the positioning of Indigenous knowledge and understanding at the centre of history-making. The article is in two sections: reflections on our past work from the perspectives of the researchers themselves and an Aboriginal academic colleague, followed by a discussion of how those experiences and reflections will inform our pending project on the 1950s and 1960s Cherbourg marching girls teams. 相似文献
48.
Chelsea A. Harris 《Roeper Review》2013,35(2):133-134
Making Connections: Teaching and the Human Brain Renate Nummela Caine and Geoffrey Caine Association for Supervision and Curriculum Development (ASCD) 1250 N. Pitt St. Alexandria, VA 22314–1403 1991 $15.95 paper Restructuring Schooling for Individual Differences William M Bechtol and Juanita S. Sorenson Allyn and Bacon 111 10th St. Des Moines, IA 50309 1992 448 pp. $39.95 You Can't Say You Can't Play Vivian Gussin Paley Harvard University Press 79 Garden St. Cambridge, MA 02138 1992 144 pp. $10.00 Challenging the Potential: Programs for Disadvantaged Talented Youth Sherri Oden, Mario Kelley, Zhenkui Ma, David Weikart High/Scope Press 600 N. River St. Ypsilanti, MI 48198–2890 1991 400 pp. $29.00 Creative Thinking Problem‐Solving and the Arts Orientation John F. Wakefield Ablex Publishing Corporation 355 Chestnut St; Norwood, NJ 07648 1992 $22.50 相似文献
49.
Chelsea La Valle 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):213-227
Parents of children with significant externalizing and internalizing behavioral problems habitually report greater parenting stress compared to parents of children without these challenges. One avenue to alleviate parenting stress and ameliorate youth outcomes is youth mentoring, which includes a supportive adult paired with a child with the objective of engendering positive outcomes. The researcher sought to (a) evaluate the effectiveness of mentoring programs for children with significant externalizing and internalizing behavioral problems on parenting stress and youth outcomes and (b) explore moderator variables that may influence program effectiveness. Five studies were included in the current meta-analysis. Results revealed a small effect of these specialized mentoring programs on youth outcomes and parenting stress. Moderator analyses revealed program characteristics that enhance effectiveness. Mentoring programs that target children with significant behavioral and emotional problems may function as an additional service to improve youth outcomes and family functioning. 相似文献
50.
Chelsea Schelly Jennifer E. Cross William Franzen Pete Hall Stu Reeve 《The Journal of environmental education》2013,44(3):143-161
This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education. 相似文献