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21.
Distracted Walking,Bicycling, and Driving: Systematic Review and Meta‐Analysis of Mobile Technology and Youth Crash Risk 
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下载免费PDF全文 Despina Stavrinos Caitlin N. Pope Jiabin Shen David C. Schwebel 《Child development》2018,89(1):118-128
This article examined the impact of mobile technology on young pedestrians, bicyclists, and drivers. A systematic search yielded 41 articles meeting inclusion criteria: peer‐reviewed, published before February 1, 2016, behavioral outcome related to pedestrian, bicycling, or driving in the presence of mobile technology use, youth sample. Eleven studies were meta‐analyzed to evaluate increased risk for crash/near‐crash while distracted. Risk of bias and quality of research were assessed. Across methodologies, developmental stages, and type of distracting task, mobile technology use impairs youth safety on the road. Quality of evidence was low (pedestrian) to moderate (driving). Findings are discussed from the perspective of cognitive and visual distractions. Policy and behavioral efforts should continue to reduce mobile technology use in transportation settings. 相似文献
22.
Triantafillou Chrissavgi Psycharis Giorgos Potari Despina Bakogianni Dionysia Spiliotopoulou Vasiliki 《International Journal of Science and Mathematics Education》2021,19(1):21-37
This study explores teacher educators’ (TEs’) activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs’ activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science teaching with workplace situations through inquiry-based teaching. We focus on five TEs’ actions and goals, use data from their professional development sessions with teachers and from the TEs’ interactions during their own meetings, and highlight the illuminating case of one teacher educator. We trace evidence indicating paths of actions followed by each Teacher Educator and look for indications of their professional learning. Our analysis reveals generic and content-focused actions. All TEs faced different kinds of contradictions and had difficulties handling them. In terms of professional learning, all TEs adapted their prior teacher education practices and appreciated the critical role of epistemological differences between the two disciplines.
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Despina Paizi Maria De Luca Pierluigi Zoccolotti Cristina Burani 《Journal of Research in Reading》2013,36(3):303-329
Italian developmental dyslexic readers show a striking length effect and have been hypothesised to rely mostly on nonlexical reading. Our experiments tested this hypothesis by assessing whether or not the deficit underlying dyslexia is specific to lexical reading. The effects of lexicality, word frequency and length were investigated in the same group of children in four separate experiments. Although dyslexics were slower and less accurate than skilled readers and had large length effects, they showed lexicality and word frequency effects in both reading aloud and lexical decision. In a cross‐experiment comparison, we show that a single global factor explains a large proportion of the difference in reading performance between dyslexic and skilled readers. This factor may indicate a deficit at a prelexical level of analysis. Lexical activation seemed spared in the dyslexic children based on the effects of lexicality and frequency. These findings contrast the hypothesis that Italian dyslexics primarily engage in nonlexical reading. 相似文献
25.
The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other. 相似文献
26.
Despina Chronaki 《The Communication Review》2013,16(1-2):61-69
This article revisits young people's experiences with sexual content in the light of dominant arguments in the public debate concerning the potential effects, or risk and harm for young people. Drawing upon a research project I conducted in 2011, I argue in this article that there might be an alternative approach to young people's experiences with sexual content, one deriving from the Foucauldian perspective on sexuality as a self-governing discourse. Set in a social constructionist framework my discussion prioritises young people's accounts as reflections on a constructed notion of sexuality. 相似文献
27.
Despina Potari Barbara Georgiadou–Kabouridis 《Journal of Mathematics Teacher Education》2009,12(1):7-25
This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the
development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies
up to the third year of teaching mathematics in school. This development has been investigated within three different contexts,
which have been distinguished in terms of the kind of support provided to this teacher. Two dominant beliefs emerged which
have been traced through the period of the study from both the teacher’s reflections and actions. The first belief drew on
the idea that what was considered an easy mathematical task by an adult could also be easily understood by children, while
the second was that children learn mathematics through their actual involvement in a variety of teaching activities. The results
indicate the way that teacher’s experiences from her university studies, actual classroom practice and inservice education
interact and influence her beliefs and professional development. 相似文献
28.
Through this study we explored a community of practice framework applied to faculty professional development at a mid-size
state university in order to examine the issues unique to discipline-specific professional development in higher education.
Through content-focused professional development activities conducted by the authors, several key areas were identified that
point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development,
(b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development,
(d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice.
Maria Blanton received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research
Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the
University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding
teaching and learning mathematics in both elementary grades and higher education.
Despina Stylianou received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department
of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition;
her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning,
and using mathematics proficiently. 相似文献
29.
Haritos-Fatouros Mika Sakka Despina 《International journal for the advancement of counseling》1988,11(3):167-181
For migrant groups moving from one place to another usually means dealing with contradictions between home and host countries and with different cultural norms. Taking into consideration migrant women's previous status in the village and their new one in the host country, it can be said that migration is a turning point in women's lives. Research findings show that increased employability of women in the host country increases their independence and leads to sex role changes and changes within the family.Return migration is the last stage in the migration cycle and it is a rather neglected and little researched topic as yet. The purpose of this paper is to report on research on role changes within the family.Three groups of migrant mothers (two groups living in West Germany and one group repatriated) were compared with a control group in the District of Drama, Macedonia, on work employment and types of responsibilities concerning their children's upbringing.Results showed that mothers who live in West Germany are equally responsible with fathers for the child's social behavior, school performance and expenses and were significantly different from the control group. Return mothers were as much as fathers responsible for the child's school performance in contrast to the control group. More mothers than fathers, however, were responsible for the child's relationships and fewer mothers than fathers were responsible for the child's expenses; in this respect both parents resembled those of the control group. It seems therefore, that migrant mothers take over different roles in the host country than those of the controls, whereas return mothers adopt to a large extent the stereotyped role of control mothers. 相似文献
30.
Hunter M. Breland Despina O. Danos Helen D. Kahn Melvin Y. Kubota Marilyn W. Bonner 《Journal of Educational Measurement》1994,31(4):275-293
To explore a phenomenon of gender differences in Advanced Placement examinations, random samples of free-response test booklets were taken from the 1986 examination in U.S. History. These examinations were chosen because they consistently show significant gender differences in objective scores but no gender differences in free-response scores. A rescoring of the free responses was conducted that focused on their historical content. This rescoring was conducted by readers other than those who conducted the original scoring and involved tallies of specific historical points made, supporting evidence given, and factual errors. Ratings were also made of handwriting quality, neatness, and English composition quality of the free responses. Analyses conducted indicate that free-response tasks of the type examined may have inherent characteristics that reward English composition abilities, and that some females may compensate for inferior historical knowledge with superior English composition abilities. 相似文献