Trajectories of Infants’ Biobehavioral Development: Timing and Rate of A‐Not‐B Performance Gains and EEG Maturation          下载免费PDF全文

Leigha A. MacNeill  Nilam Ram  Martha Ann Bell  Nathan A. Fox  Koraly Pérez‐Edgar 《Child development》2018,89(3):711-724

This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power.  相似文献   

Longing for connection: University educators creating meaning through sharing experiences of teaching online     

Brandi Fox  Margaret Bearman  Robin Bellingham  Andrea North-Samardzic  Simona Scarparo  Darci Taylor  Mathew Krehl Edward Thomas  Michael Volkov 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):2077-2092

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The kind of society I would like to inherit     

Cheryl Fox 《Journal of The Franklin Institute》1975,300(2):155-158

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MICRO‐TEACHING AND STAFF DEVELOPMENT     

G. Brown  D. Fox 《Learning, Media and Technology》1978,4(3):12-14

One of the ways in which closed‐circuit television can contribute to staff development in higher education is through the various techniques associated with and developed from micro‐teaching. In this paper we shall suggest and illustrate ways in which some of the features of micro‐teaching can answer some of the problems of staff development.  相似文献   

Beginning Teachers�� Workplace Experiences: Perceptions of and Use of Support     

Alison Fox  Elaine Wilson  Rosemary Deaney 《Vocations and Learning》2011,4(1):1-24

This paper illuminates the experiences of beginning teachers using a participatory perspective approach and drawing on some of these teachers’ perceptions. We place the ‘subject’ of workplace learning research centrally in understanding the relatedness between workplaces and novice employees/trainees. This paper builds on previous work by the authors using semi-structured interviews with 17 beginning teachers in 19 schools that aim to better understand issues associated with beginning teacher retention. This study explores an application of a framework for evaluating workplaces as from expansive to restrictive learning environments, whilst examining individuals’ responses to and agency in these environments. In addition, these teachers’ personal networks were explored to idedntify how they shaped the teachers’ engagement with workplaces. This analysis revealed networks both internal and external to their schools, and hence a broader view of workplace than is often proposed. Together these analyses allowed an examination of the relatedness between individual beginning teachers and the schools they experienced. This paper identifies the significance of ontogeny and expectation that individuals bring to the workplace, along with individuals exhibiting different agency. These beginning teachers indicate how individuals can be proactive in creating more expansive learning environments for themselves through the utilisation of personal networks, even when these are not offered. This finding may have implications for beginning teachers to re-evaluate their potential to become empowered as they begin their careers.  相似文献   

Scenarios for Teacher Education Programs     

Jennifer C. Richardson  Wanda S. Fox  James D. Lehman 《TechTrends》2012,56(5):17-24

This paper discusses the history of Internetbased videoconferencing (IVC) within the teacher education program at a large Midwestern university. It explains ways this technology has been used to expand interactions with students and professionals in a wide variety of settings and thereby increase depth, diversity, and effectiveness of preservice teacher education. Partners include P-12 schools, practicum sites, and other universities. The article focuses on real-time interactions among two or more locations in which at least one of the sites involves a larger space and/or a large group of participants. Scenarios of successful videoconferencing are included along with lessons learned. Practical guidelines for building collaborations, establishing technical connections, preparing for and running videoconferencing sessions, and maintaining communications are provided.  相似文献   

Intergenerational exchange: undergraduate researchers’ learning and listening enhanced through older adults’ entertainment preferences     

Elyse D’nn Lovell  Melissa Casey  Logan Randall  Charlena Isaacson  Michaela Bell  Heidi Fox 《Educational gerontology》2018,44(7):469-477

The purpose of this qualitative study was to provide an intergenerational exchange as undergraduate students taking an introductory Psychology of Aging course, interviewed and watched films with older adult participants (N = 13) residing in an assisted living community. The undergraduate researchers (N = 10) conducted and transcribed interviews, wrote about their perceptions of interviews and film viewing with older adults, and their instructor interviewed assisted living staff (N = 2) creating an assessment of participants, researchers, and staff. Researchers listened and learned from older adult’s words, thereby improving researchers’ understanding that older adults preferred in-person discussions over film viewing. Researchers learned from older adults’ words, as they began to understand that sexual content in today’s films may reduce entertainment viewing for youth and older adults. Older adults described television remotes and phones with frustration and researchers felt angst for their frustration. Findings suggested understanding and meaning for participants and researchers in this service learning intergenerational exchange generated through undergraduate research.  相似文献   

Misconduct and social control in science: issues, problems, solutions     

Fox MF  Braxton JM 《The Journal of higher education》1994,65(3):373-383

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Graduate Students’ Readiness and Perceptions of the Pedagogical Application of Collaborative Video Logs     

Heather L. Fox  Christopher Cayari 《TechTrends》2016,60(6):585-590

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Being Alone, Playing Alone, and Acting Alone: Distinguishing among Reticence and Passive and Active Solitude in Young Children   总被引：13，自引：1，他引：13  

Robert J. Coplan  Kenneth H. Rubin  Nathan A. Fox  Susan D. Calkins  Shannon L. Stewart 《Child development》1994,65(1):129-137

3 forms of solitude were studied in young children—reticence (onlooker and unoccupied behavior), solitary-passive behavior (solitary-constructive and -exploratory play), and solitary-active behavior (solitary-functional and -dramatic play). 48 4-year-old children grouped in quartets of same-sex unfamiliar peers were observed in several situations. Mothers completed the Colorado Temperament Inventory. Results indicated that (1) solitary-passive, solitary-active, and reticent behaviors were nonsignificantly intercorrelated; (2) reticence was stable and associated with the demonstration of anxiety and hovering near others, whereas solitary-passive and solitary-active play were stable yet unrelated to anxiety and hovering; (3) reticence during free play was generally associated with poor performance and displays of wariness in several other social situations, while solitary-passive and -active play were not; (4) reticence was associated with maternal ratings of child shyness, while solitary-active behavior was associated with maternal ratings of impulsivity. Results are discussed in terms of the underlying mechanisms associated with reticence and passive and active withdrawal.  相似文献