Continuity and discontinuity of behavioral inhibition and exuberance: psychophysiological and behavioral influences across the first four years of life   总被引：8，自引：1，他引：8  

Fox NA  Henderson HA  Rubin KH  Calkins SD  Schmidt LA 《Child development》2001,72(1):1-21

Four-month-old infants were screened (N = 433) for temperamental patterns thought to predict behavioral inhibition, including motor reactivity and the expression of negative affect. Those selected (N = 153) were assessed at multiple age points across the first 4 years of life for behavioral signs of inhibition as well as psychophysiological markers of frontal electroencephalogram (EEG) asymmetry. Four-month temperament was modestly predictive of behavioral inhibition over the first 2 years of life and of behavioral reticence at age 4. Those infants who remained continuously inhibited displayed right frontal EEG asymmetry as early as 9 months of age while those who changed from inhibited to noninhibited did not. Change in behavioral inhibition was related to experience of nonparental care. A second group of infants, selected at 4 months of age for patterns of behavior thought to predict temperamental exuberance, displayed a high degree of continuity over time in these behaviors.  相似文献   

The efficacy of an immersive 3D virtual versus 2D web environment in intercultural sensitivity acquisition     

Amy Jo Coffey  Rasha Kamhawi  Paul Fishwick  Julie Henderson 《Educational technology research and development : ETR & D》2017,65(2):455-479

Relatively few studies have empirically tested computer-based immersive virtual environments’ efficacy in teaching or enhancing pro-social attitudes, such as intercultural sensitivity. This channel study experiment was conducted (N = 159) to compare what effects, if any, an immersive 3D virtual environment would have upon subjects’ intercultural sensitivity, compared to a 2D web environment. Significant gains in intercultural sensitivity were found, with subjects exposed to the Second Life-based immersive virtual environment scoring higher than web-based subjects, both toward other cultures in general and toward Chinese culture in particular. An interaction effect for gender and channel was found, with males experiencing greater intercultural sensitivity outcomes than in a web environment. These empirical findings add to our theoretical understanding of channel effects and intercultural sensitivity. The results can guide cultural instructors or trainers toward the best platforms for content delivery to learners. These findings are worthy of future investigation to better understand their application in educational endeavors as well as in other fields.  相似文献   

Evaluating Discipline-Based Education Research for Promotion and Tenure     

Erin L. Dolan  Samantha L. Elliott  Charles Henderson  Douglas Curran-Everett  Kristen St. John  Phillip A. Ortiz 《Innovative Higher Education》2018,43(1):31-39

Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process.  相似文献   

Valid assessment of writing and access to academic discourse     

Albertini J  Bochner J  Dowaliby F  Henderson J 《Journal of deaf studies and deaf education》1997,2(2):71-77

One way to improve students' access to and retention in post-secondary degree progams is to assess their readiness for such programs accurately. To place deaf and hard-of-hearing students in preparatory courses and to determine their readiness for degree programs more accurately, a direct measure of writing was developed for deaf and hard-of-hearing students at a large technical university. The purpose of this study was to estimate the concurrent and predictive validity of this measure. The Test of Written English (Educational Testing Service, 1992) served as the criterion in the concurrent validity study, and student success in the university's gateway freshman composition course served as the criterion in the predictive validity study. Results provide evidence of the concurrent and predictive validity of the measure, supporting its use for course placement and early planning purposes.  相似文献   

Teachers' thinking elicited from interactive multimedia professional development courseware     

Ian Putt  Lyn Henderson  William Patching 《Educational technology research and development : ETR & D》1996,44(4):7-22

This paper reports data obtained on practicing teachers' thinking as they interacted with a professional development interactive multimedia (IMM) courseware package. The data were obtained from 11 participating teachers via stimulated-recall interviews. Two types of thinking are detailed and discussed. The first type is those mediating processes engaged in by teachers during study sessions that related to the academic and professional content of the IMM package. The second type is those evaluative thoughts reported by teachers that related to instructional design aspects of the IMM courseware. The latter data were used to develop a classification system that provides a conceptualization of the major components, as perceived by the participating teachers, that relate to instructional design. He has been involved in teaching mathematics education courses at a distance via printed text to inservice teachers and through interactive multimedia (IMM) courseware to Aboriginal and Torres Strait Islander teacher education students in their home communities. His current research interests focus on tertiary students' thinking while studying from IMM materials and their usage patterns of IMM courseware. He also supervises post graduate students in the area of teaching problem solving in upper primary and lower secondary school. Her fields of teaching and research interests concern the cultural contextualization of instructional design of interactive multimedia (IMM) and the World Wide Web (WWW). Other research interests focus on the mental models, thinking processes, and teaching-learning strategies used by teachers and learners when interacting with electronic databases, IMM, and the WWW. His areas of expertise are special education and distance education. His current research interests with respect to interactive multimedia (IMM) focus on tertiary students' thinking while studying with IMM materials and their usage patterns of IMM courseware. He is also involved in a number of school curriculum and systemic evaluations.  相似文献   

Evolution of self-reporting methods for identifying discrete emotions in science classrooms     

Stephen M. Ritchie  Peter Hudson  Alberto Bellocchi  Senka Henderson  Donna King  Kenneth Tobin 《Cultural Studies of Science Education》2016,11(3):577-593

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.  相似文献   

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program     

Graham D. Hendry  Patricia M. Lyon  Cheryl Henderson‐Smart 《Assessment & Evaluation in Higher Education》2007,32(2):143-157

Teachers' approaches to teaching may influence the way they interpret and respond to student evaluations. In this article we explore the relationship between teachers' approaches to teaching and responses to qualitative student feedback in a problem‐based medical program. We asked all lecturers and theme session presenters in 2003 who had received student feedback comments in the past 2 years (N=121) to complete anonymously the Approaches to Teaching inventory (16 items) and an Approach to Feedback Inventory (14 items). Results were that most teachers report making changes to their teaching in response to students' suggestions at least sometimes. The types of change(s) teachers make are consistent with their approach. Teachers strong on a conceptual‐change student‐focussed (CCSF) approach are more responsive to feedback and positive about strategies for improving their teaching. To encourage teachers to use student feedback as a guide to improving their teaching, institutions may need to provide a systematic program of teacher education that focuses on teachers' conceptions, approaches and supports observation of exemplary practice.  相似文献   

Are there delays in reporting dyslexia in university learners? Experiences of university learning support staff     

Paul Henderson 《Journal of Further & Higher Education》2017,41(1):30-43

The number of students entering higher education in the UK has increased over the last few years due to the previous Labour Government directives to widen participation to a range of socially disadvantaged and/or under-represented groups. Dyslexic students form the largest single group of minority students currently entering higher education. However, there are ongoing challenges in identifying and supporting dyslexic students as there no obligation for students to report specific learning needs before or after they enter higher education. In order to cast more light on this ongoing issue, a small-scale educational research study was undertaken in December 2012 to investigate whether there may be delays in the reporting of dyslexia in learners once they commence higher educational study. The day-to-day working experiences of four support staff based at a learning services department in one UK university were explored. Methodology involved adopting a qualitative exploratory design using digitally recorded semi-structured interviews and a snowball sample. Interview data was analysed using thematic analysis. The key findings of the study indicated that dyslexia was more likely to be reported in the second and third year of a student’s higher educational journey. Further analysis of the study findings indicated a myriad of reasons for delayed or late reporting of dyslexia. Such reasons included maintaining of a non-disabled student identity, financial and/or time constraints or consciously and strategically deciding when to disclose dyslexia to improve final degree classifications. A number of further recommendations are made to enhance inclusive learning and teaching practices.  相似文献   

Sticky care and conference travel: unpacking care as an explanatory factor for gendered academic immobility     

Henderson  Emily F. 《Higher Education》2021,82(4):715-730

Higher Education - While there is increasing awareness of the contributing effect of the academic mobility imperative on gendered inequalities in the academic profession at large, there is a...  相似文献   

The oil palm in all our lives: how this came about   总被引：1，自引：0，他引：1  

Henderson J  Osborne DJ 《Endeavour》2000,24(2):63-68

Over time, the oil palm has become the crop of central importance to both our daily lifestyle and to many of the great industries that man has developed. Remarkably, few recognize the oil palm and its fruit, and even fewer know its history. This article tells the story of the oil palm's rise to prominence from a wild plant of Equatorial Africa to becoming the most valuable plantation economy of the tropical world.  相似文献