The Washington Manual of Medical Therapeutics, 34th ed., by Hemant Godara and Department of Medicine,Washington University School of Medicine     

Ellen Burchill Brassil 《Medical reference services quarterly》2013,32(2):236-238

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Chapter IV. Social and Emotional Responsiveness     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):54-65

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Preschoolers' use of morphosyntactic cues to identify generic sentences: indefinite singular noun phrases, tense, and aspect     

Cimpian A  Meltzer TJ  Markman EM 《Child development》2011,82(5):1561-1578

Generic sentences (e.g., "Birds lay eggs") convey generalizations about entire categories and may thus be an important source of knowledge for children. However, these sentences cannot be identified by a simple rule, requiring instead the integration of multiple cues. The present studies focused on 3- to 5-year-olds' (N = 91) use of morphosyntactic cues--in particular, on whether children can (a) interpret indefinite singular noun phrases (e.g., "a strawberry") as generic and (b) use a verb's tense and aspect (e.g., "A bat sleeps/slept/is sleeping upside down") to determine whether its subject noun phrase is generic. Children demonstrated sensitivity to both cues. Thus, solving the in-principle problem of identifying generics may not be beyond the reach of young children's comprehension skills.  相似文献   

Developing teaching self-efficacy in research institutions: A study of award-winning professors     

David B. Morris  Ellen L. Usher 《Contemporary educational psychology》2011,36(3):232-245

The purpose of this study was to assess the sources of award-wining research professors’ (six women; six men) teaching self-efficacy through the framework of Bandura’s (1986) social cognitive theory. Semi-structured interviews revealed that mastery experiences and social persuasions were particularly influential sources of self-efficacy and that these sources tended to be closely related. Professors reported that their self-efficacy had generally stabilized within their first few years of assuming a tenure-track position. Participants framed negative events in adaptive ways that had little cost to their teaching self-efficacy.  相似文献   

Demand articulation in emerging technologies: Intermediary user organisations as co-producers?     

Wouter P.C. BoonAuthor Vitae  Ellen H.M. Moors Author VitaeStefan Kuhlmann Author Vitae  Ruud E.H.M. Smits Author Vitae 《Research Policy》2011,40(2):242-252

User involvement is assumed to be beneficial to innovation processes. Intermediary user organisations contribute to articulating societal demands for innovations. However, the learning processes inside these organisations are still not understood well. Therefore, this paper empirically investigates intermediaries using an event history approach. It yields characteristic learning mechanisms, e.g. concerning the management of expectations or actively building a case. If intermediaries overcome challenges regarding positioning, representation and the level of proactivity, they can play a precarious role in demand articulation in the context of new technologies.  相似文献   

Masculinity, moral atmosphere, and moral functioning of high school football players     

Steinfeldt JA  Rutkowski LA  Vaughan EL  Steinfeldt MC 《运动与训练心理学杂志》2011,33(2):215-234

In order to identify factors associated with on-field moral functioning among student athletes within the unique context of football, we examined masculine gender role conflict, moral atmosphere, and athletic identity. Using structural equation modeling to assess survey data from 204 high school football players, results demonstrated that moral atmosphere (i.e., the influence of coaches and teammates) was significantly associated with participants' process of on-field moral functioning across the levels of judgment, intention, and behavior. Neither masculine gender role conflict nor athletic identity significantly predicted moral functioning, but the results indicated that participants' identification with the athlete role significantly predicted conflict with socialized gender roles. Results suggest that in the aggressive and violent sport of football, coaches can have a direct influence on players' moral functioning process. Coaches can also have an indirect effect by influencing all the players so that a culture of ethical play can be cultivated among teammates and spread from the top down.  相似文献   

Towards Inquiry-Based Flipped Classroom Scenarios: a Design Heuristic and Principles for Lesson Planning     

Schallert  Stefanie  Lavicza  Zsolt  Vandervieren  Ellen 《International Journal of Science and Mathematics Education》2022,20(2):277-297

International Journal of Science and Mathematics Education - The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based...  相似文献   

Adult Role Models: Feasibility,Acceptability, and Initial Outcomes for Sex Education     

Lisa Colarossi  Ellen Johnson Silver  Randa Dean  Amanda Perez  Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.  相似文献   

A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students          下载免费PDF全文

Aaron M. Carlson  Ellen D. McPhail  Vilmarie Rodriguez  Georgene Schroeder  Alexandra P. Wolanskyj 《Anatomical sciences education》2014,7(2):130-134

Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists.  相似文献   

A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools     

Elizabeth Covay Minor  Andrew C. Porter  Joseph Murphy  Ellen B. Goldring  Xiu Cravens  Stephen N. Elloitt 《Educational Assessment, Evaluation and Accountability》2014,26(1):29-48

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group.  相似文献