Hepatic enzyme decline after pediatric blunt trauma: a tool for timing child abuse?     

Baxter AL  Lindberg DM  Burke BL  Shults J  Holmes JF 《Child abuse & neglect》2008,32(9):838-845

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Academics and their Problems: The Diagnostic Trance can Help     

Harry E. Stanton 《高等教育研究与发展》1991,10(2):187-192

After a review of the literature on the use of hypnosis in the educational environment, the general value of the trance state as a means of accessing inner resources is outlined. One particular technique, the Diagnostic Trance, is explained in detail and its use in the university environment illustrated through three case studies. One of these concerns the lecturing anxiety of a new staff member, another the inability of a lecturer to set down material on paper, and a third the difficulty experienced by a lecturer in speaking out at meetings. Attention is drawn both to the simplicity of the technique and the absence of negative side effects.  相似文献   

Validity of a contact mat and accelerometric system to assess countermovement jump from flight time     

Robert Stanton  Thomas M. Doering  Campbell Macgregor  Nattai Borges  Luke Delvecchio 《Measurement in physical education and exercise science》2019,23(1):39-46

Countermovement jump (CMJ) height is an important parameter in physical performance. This study compared CMJ height measured using ChronoJump contact mat (CJ) and Myotest accelerometer (MT) systems with a force platform (FP). Thirty recreationally active adults (32.1 ± 10.4 years, 75.9 ± 12.0 kg, 173.2 ± 6.3 cm) completed a CMJ protocol where height was simultaneously recorded using the three systems. CJ and MT measures were strongly and significant correlated (r = 0.65, 0.66, respectively; p < 0.05) with FP. CJ-derived measures were not significantly different to FP measures (p > 0.05), yet MT-derived measures were significantly different from those obtained using the FP (p < 0.05). Systematic bias was observed between FP and the CJ and between FP and MT. This study demonstrates the validity of CJ and MT systems for the assessment of CMJ height. Systematic bias and between-device differences in measurement should be considered when interpreting and comparing data from these devices.  相似文献   

Intermingling of identities: a Black student in a middle-school science class     

Varelas  Maria  Menig  Elizabeth  Wilson  Asif  Kane  Justine 《Cultural Studies of Science Education》2020,15(3):695-722

Cultural Studies of Science Education - We explored ways in which racial, academic, and science identities intermingle in contested classroom and school spaces where students’ personal...  相似文献   

Drama activities as ideational resources for primary‐grade children in urban science classrooms     

Maria Varelas  Christine C. Pappas  Eli Tucker‐Raymond  Justine Kane  Jennifer Hankes  Ibett Ortiz  Neveen Keblawe‐Shamah 《科学教学研究杂志》2010,47(3):302-325

In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010  相似文献   

Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools     

Leigh A. Hall  Amy Suzanne Johnson  Mary M. Juzwik  Stanton E.F. Wortham  Melissa Mosley 《Teaching and Teacher Education》2010

This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers. Each study offers a detailed account of how literate identities are constructed and enacted and the positive and negative consequences that occur for teachers and students when they are enacted. Taken together, these three studies demonstrate how teachers' and students' understandings of identity can promote or inhibit literacy teaching and learning.  相似文献   

Is mindfulness training useful for pre-service teachers? An exploratory investigation*     

Sandra L. Kerr  Lisa J. Lucas  Grace E. DiDomenico  Vipanchi Mishra  Brian J. Stanton  Geeta Shivde 《Teaching Education》2017,28(4):349-359

In this study, we investigated the effects of mindfulness training with 23 pre-service teachers. Subjects were assigned to either a six-week mindfulness training program or a control condition. Postintervention, mindfulness participants reported greater emotional clarity and improved regulation of negative emotions. In particular, the mindfulness group was shielded from an increase in negative emotions compared to the control group. In addition, within-group differences suggested that mindfulness training helps student-teachers control impulsive behavior and respond more flexibly to stressful emotions. These findings add to a growing body of research on the benefits of mindfulness. Pre-service teachers, it seems, gain the most benefit in the realm of emotional regulation.  相似文献   

An Updated Framework for Human Performance Improvement in the Workplace: The Spiral HPI Framework     

Anthony Marker  Steven W. Villachica  Donald Stepich  DeAnn Allen  Lorece Stanton 《Performance Improvement》2014,53(1):10-23

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Students’ motivation and engagement in higher education: the importance of attitude to online learning     

Ferrer  Justine  Ringer  Allison  Saville  Kerrie  A Parris  Melissa  Kashi  Kia 《Higher Education》2022,83(2):317-338

Higher Education - The emergence of online environments has changed the landscape of educational learning. Some students thrive in this learning environment, but others become amotivated and...  相似文献   

WHAT DOES PHILOSOPHY HAVE TO OFFER EDUCATION,AND WHO SHOULD BE OFFERING IT?     

Stanton Wortham 《Educational theory》2011,61(6):727-741

In this review essay Stanton Wortham explores how philosophy of education should both turn inward, engaging with concepts and arguments developed in academic philosophy, and outward, encouraging educational publics to apply philosophical approaches to educational policy and practice. He develops his account with reference to two recent ambitious projects: The Oxford Handbook of Philosophy of Education, edited by Harvey Siegel, and the two‐volume yearbook of the National Society for the Study of Education (NSSE), titled Why Do We Educate? edited by Gary Fenstermacher (series editor), David Coulter and John Wiens (volume 1), and Mark Smylie (volume 2). These two projects initially appear to be opposed, with the Handbook emphasizing elite philosophy and the Yearbook emphasizing public engagement. Wortham argues that each project is in fact more complex, and that they are in some respects complementary. He concludes by making a case against a simple hierarchy of basic and applied knowledge and calling for a more heterogeneous philosophy of education.  相似文献