From Chadwick to the Chipmunks     

David Q. Voigt 《Journal of American culture (Malden, Mass. : 2003)》1984,7(3):31-37

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Examining Sexuality Education Preferences Among Youth at Risk for Poor Sexual Health Outcomes Based on Social Determinants of Health Factors     

Kelly L. Wilson  Sarah B. Maness  Erika L. Thompson  Brittany L. Rosen  Skye McDonald  David C. Wiley 《American journal of sexuality education》2018,13(3):283-296

ABSTRACT

At-risk adolescents may experience Social Determinants of Health (SDoH) that lead to higher rates of risky sexual behavior, including increased risk of pregnancy and sexually transmitted infections. These SDoH may include components such as unstable family structures, incomplete education, and poverty. Targeting at-risk youth for sexuality education is one way to work toward decreasing sexual health disparities. However, preferences for sexuality education approaches may differ among at-risk youth by additional factors including sex and sexual orientation. The purpose of this study was to describe sexuality education preferences among at-risk youth and how sexuality education preferences differ based on sex and sexual orientation in an at-risk sample of high school-aged youth in Texas. Results indicate sexuality education preferences differ based on sex and sexual orientation when examined by sexual health topics and methods of delivery. Implications of this study indicate including at-risk youth in sexual health programs may be a way to target those at-risk of adverse SDoH, but these groups also have specific preferences for sexuality education.  相似文献   

The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech   总被引：17，自引：1，他引：17  

Hoff E 《Child development》2003,74(5):1368-1378

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Erasing the Scarlet Letter: How Positive Media Messages About Sex Can Lead to Better Sexual Health Among College Men and Women     

Erika K. Johnson 《American journal of sexuality education》2017,12(1):55-71

This study explores how positive media messages about sex can lead to better sexual health among young adults (college students at a large university, N = 228) by de-emphasizing sensation seeking, condom embarrassment, and stigma. Employing social learning theory and normative influence frameworks, the research found that college-age women had higher stigma (β =.22, t = 3.37, p <.001 for felt stigma) and lower sensation seeking (β = –.34, t = ?3.17, p <.01). Participants exposed to more media in some forms (e.g., news reading, β = –.131, t = ?1.94, p =.05) had less felt self-stigma. Thus, exposure to media, such as TV and media, and positive messages could encourage healthy sexual behavior in young women (around college age).  相似文献   

Negotiation of mathematical meaning and learning mathematics     

Jörg Voigt 《Educational Studies in Mathematics》1994,26(2-3):275-298

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Mother-Child Conversation in Different Social Classes and Communicative Settings   总被引：3，自引：0，他引：3  

Erika Hoff-Ginsberg 《Child development》1991,62(4):782-796

30 working-class and 33 upper-middle-class mothers were videotaped in dyadic interaction with their 18-29-month-old children in 4 settings--mealtime, dressing, book reading, and toy play. Samples of the mothers' adult-directed speech also were collected. There were significant social class differences in the mothers' child-directed speech and some parallel social class differences in the mothers' adult-directed speech. These findings suggested that some social class differences in child-directed speech may be instances of more general class differences in language use. There also were main effects of communicative setting on mothers' child-directed speech and interaction effects in which setting moderated the size of the class differences in maternal speech. These findings suggested that the amount of time mothers spend interacting with their children in different contexts may be at least as important an influence on children's linguistic experience as are average characteristics of their mothers' speech.  相似文献   

Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula     

Tiina Anspal  Äli Leijen  Erika Löfström 《Scandinavian Journal of Educational Research》2019,63(5):679-695

This paper describes a 2-year follow-up study on teacher identity development in different types of teacher education programmes. Teacher identity development was analysed with a focus on student teachers’ views of teacher’s roles and tensions experienced during their studies. Student teachers (n?=?20) were interviewed at the beginning and end of the master-level studies. Three types of tensions were identified: (1) conception of self versus professional role, (2) role expectations versus university training, (3) and multiple professional role expectations. The follow-up study showed that tensions tended to accumulate to some extent. However, successful consolidation of tensions appeared to depend on how the student teachers were able to recognise resources at their disposal, with implications for organisation of reflection support in teacher education.  相似文献   

Declining Gaze to Faces in Infants Developing Autism Spectrum Disorder: Evidence From Two Independent Cohorts     

Devon N. Gangi  Sofie Boterberg  Amy J. Schwichtenberg  Erika Solis  Gregory S. Young  Ana-Maria Iosif  Sally Ozonoff 《Child development》2021,92(3):e285-e295

Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded—during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most children developing ASD showed sharp declines in gaze to faces over time, relative to children without ASD. These findings suggest that declining developmental trajectories may be more common than previously recognized by retrospective methods. Trajectory-based screening methods could potentially identify children in the early stages of symptom onset and allow for early intervention before the full disorder has developed.  相似文献   

Creating a Role for Embedded Librarians Within an Active Learning Environment     

Dawn E. Hackman  Marcia J. Francis  Erika Johnson  Annie Nickum  Kelly Thormodson 《Medical reference services quarterly》2017,36(4):334-347

In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.  相似文献   

Performance‐based management: What every manager should do to get results     

Judith Hale  Erika R. Gilmore 《Performance Improvement》2005,44(10):45-47

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