Literacy and Learning in the Italian Renaissance     

J. Scott Bentley 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):187-189

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The lives and ideas of the Vienna Circle     

Bentley  Joseph 《Metascience》2021,30(3):375-377

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Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School     

Katherine G. McDaniel  Taylor Brown  Caitlin C. Radford  Cynthia H. McDermott  Trudy van Houten  Martha E. Katz  Dana A. Stearns  Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251

Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.  相似文献   

Secondary school physics teachers' conceptions of scientific evidence: An exploratory case study     

Joseph A. Taylor  Thomas M. Dana 《科学教学研究杂志》2003,40(8):721-736

This article describes an exploratory case study of secondary school physics teachers' conceptions of scientific evidence. The nature of teachers' conceptions of evidence was derived from an analysis of data collected from 1 preservice and 2 in‐service teachers. Each teacher responded to a series of research prompts in multiple interviews and handwritten tasks. In these research prompts, the teachers thought aloud while designing experiments and critically evaluating student‐collected data as presented in hypothetical classroom scenarios. Spoken and written data were recorded. The data set was coded and analyzed using standard qualitative analysis techniques. Data from this study suggest that, while contemplating the reliability and validity of hypothetical student‐generated scientific evidence, the teachers frequently intertwined conceptions of evidence with subject matter concepts centrally relevant to the hypothetical investigation. Data also indicate that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Results suggest that a fuller study is warranted. Suggestions for future research include exploring such relationships in other physics content areas as well as other scientific disciplines. Implications for science teacher education suggest that science and science methods courses should encourage preservice teachers to engage in original scientific research, as well as participate in peer review and critique. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 721–736, 2003  相似文献   

Unpacking the Impacts of a Universal Parenting Program on Child Behavior     

Elisa Rachel P. Altafim  Dana C. McCoy  Maria Beatriz M. Linhares 《Child development》2021,92(2):626-637

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.  相似文献   

Pupillary and Attentional Responses to Infant Facial Expressions in Mothers Across Socioeconomic Variations     

Santeri Yrttiaho  Belinda Bruwer  Heather J. Zar  Kirsten A Donald  Susan Malcolm-Smith  Lee Ginton  Nadia Hoffman  Eileen Vuong  Dana Niehaus  Jukka M. Leppänen  Dan J. Stein 《Child development》2021,92(3):e236-e251

Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity.  相似文献   

Um Compasso Para Aprender: A Randomized Trial of a Social-Emotional Learning Program in Homicide-Affected Communities in Brazil     

Dana C. McCoy  Emily C. Hanno  Vladimir Ponczek  Cristine Pinto  Gabriela Fonseca  Natália Marchi 《Child development》2021,92(5):1951-1968

Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention—Programa Compasso (PC)—among 3,018 sociodemographically diverse, Portuguese-speaking children (M_age = 9.85 years) attending 90 public primary schools across Rio de Janeiro, Brazil in 2017. Average impacts of PC on children’s executive function, emotion knowledge, and behavior problems after one school year were null. Moderation analyses did, however, reveal evidence for positive impacts of PC on children’s labeling of emotional expressions and inhibitory control within low-homicide communities (d = 0.15 SDs), and null effects on these same outcomes in high-violence areas. Implementation and cultural considerations are discussed.  相似文献   

Understanding Biological Evolution Through Computational Thinking     

Christensen  Dana  Lombardi  Doug 《Science & Education》2020,29(4):1035-1077

Science & Education - Computational thinking is a contemporary science and engineering practice that has been introduced to the US science classrooms due to its emphasis in the Next Generation...  相似文献   

Should We Be Testing Civics? Examining the Implications of the Civic Education Initiative     

Kristina F. Brezicha  Dana L. Mitra 《Peabody Journal of Education》2019,94(1):63-77

Given the importance of developing civically engaged and knowledgeable citizens, many have sought to improve the quality of students’ civic education experiences. This article examines one particular effort spearheaded by the Joe Foss Institute, the Civic Education Initiative (CEI). Since the CEI was announced, 18 states have passed legislation that includes a civics test component embedded in the CEI. This conceptual article examines the CEI against research-based practices for teaching civics. It then introduces the policy design framework as a tool for analyzing civic policies like CEI. This political science theory recognizes that policies themselves send important signals that have implications for students’ civic development. We utilize the policy design framework to analyze CEI and, in particular, how CEI is likely to shape students’ civic and political engagement. We conclude with a proposal for future research on civic education using the policy design framework.  相似文献   

Using Internet delivered video cases,to support pre-service teachers' understanding of effective early literacy instruction: An exploratory study     

Schrader  P.G.  Leu  Donald J.  Kinzer  Charles K.  Ataya  Rosemarie  Teale  William H.  Labbo  Linda D.  Cammack  Dana 《Instructional Science》2003,31(4-5):317-340

This preliminary study explores the effects ofusing CTELL (Case Technologies EnhancingLiteracy Learning) cases on preserviceteachers' learning. Students participated inone of three instructional treatments:traditional, traditional plus video, andtraditional plus CTELL cases. A pre-postconcept web, describing students' understandingof effective reading instruction, served as themajor outcome measure. This was supplementedwith a unidimensional confidence measure,journal entries, and student interviews. Nosignificant differences were found for any ofthe three treatment conditions on the conceptmapping task or the confidence measure.However, the journal entries and interview datahighlight important issues, challenges andbenefits, with respect to the use of multimediacases. Implications for teacher education areexplored.  相似文献