Phonics Instruction With a Culturally Responsive Twist: Three Approaches to Transforming Curriculum     

Katie Toppel 《Multicultural Perspectives》2013,15(2):99-102

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养宠物的建议:犬心丝虫病的预防     

Dr.Katie Racek-Peters 《环球赛鸽科技》2008,(3)

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Differential Associations of Distinct Forms of Childhood Adversity With Neurobehavioral Measures of Reward Processing: A Developmental Pathway to Depression     

Meg J. Dennison  Maya L. Rosen  Kelly A. Sambrook  Jessica L. Jenness  Margaret A. Sheridan  Katie A. McLaughlin 《Child development》2019,90(1):e96-e113

Childhood adversity is associated with altered reward processing, but little is known about whether this varies across distinct types of adversity. In a sample of 94 children (6–19 years), we investigated whether experiences of material deprivation, emotional deprivation, and trauma have differential associations with reward-related behavior and white matter microstructure in tracts involved in reward processing. Material deprivation (food insecurity), but not emotional deprivation or trauma, was associated with poor reward performance. Adversity-related influences on the integrity of white matter microstructure in frontostriatal tracts varied across childhood adversity types, and reductions in frontostriatal white matter integrity mediated the association of food insecurity with depressive symptoms. These findings document distinct behavioral and neurodevelopmental consequences of specific forms of adversity that have implications for psychopathology risk.  相似文献   

THE KNOWLEDGE OF MEMORY AGING QUESTIONNAIRE     

Katie E. Cherry  Robin L. West  Celinda M. Reese  Michael P. Santa Maria  Monica Yassuda 《Educational gerontology》2013,39(3):195-219

A new questionnaire, the Knowledge of Memory Aging Questionnaire, assesses general knowledge of normal and pathological memory aging for use with students, older adults, and service providers who work with the elderly. The questionnaire consists of 28 true/false items covering a broad range of memory behaviors  相似文献   

Compassionate Complexity: Learning on the Frontlines of Campus Tragedy     

Katie L. Treadwell 《About Campus》2015,20(5):14-20

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Looking for Mature Faith in the Missions of Religiously Affiliated Institutions of Higher Education     

Matthew Weeks  Katie James Winningham  Brandon Winningham 《Christian Higher Education》2017,16(3):159-171

In this study, we investigated Benson, Donahue, and Erikson's (1993) concept of faith maturity as expressed by institutions of higher education (IHE) claiming religious affiliation. We examined the institutional mission statements of 87 schools affiliated with six Protestant denominations in search of evidence of their intention to develop the Vertical (V) and Horizontal (H) dimensions of faith maturity (Benson, Donahue, & Erikson, 1993). Contrary to this conceptualization of a mature faith, expressions of V and H dimensions were negatively correlated. There was considerable variability in the expression of both V and H dimensions, with Southern Baptist institutions being highest in the V dimension, and United Church of Christ and Lutheran institutions being highest in the H dimension. Although expression of V and H characteristics did not match Benson et al.'s definition of a mature faith, there was some evidence these dimensions corresponded with institutional practices related to relevant student experiences. Overall, the H dimension was emphasized in the mission statements more than the V dimension. These findings have implications for reviewing institutional practices regarding student curricular and co-curricular experiences.  相似文献   

Enacting post-reflexive teacher education     

Mark D. Vagle  Rachel Monette  Jaye Johnson Thiel  Katie Wester-Neal 《Pedagogies: An International Journal》2017,12(3):295-312

The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice – moving away from reflection and towards post-reflexion – by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education – An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy.  相似文献   

Social-emotional effects of early childhood education programs in Tulsa     

Gormley WT  Phillips DA  Newmark K  Welti K  Adelstein S 《Child development》2011,82(6):2095-2109

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.  相似文献   

Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers     

Katie Silverman  Seong Hong  Mary Trepanier-Street 《Early Childhood Education Journal》2010,37(6):461-468

The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include: helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating and relationship building across disciplines (Campbell et al. 2003; Pretti-Frontczak et al. 2002 and Able-Boone et al. 2002). In this paper, we describe the collaboration between the University of Michigan-Dearborn Early Childhood Teacher Education Program and Oakwood Health Care Center for Exceptional Families to co-teach and mentor early childhood pre-service teachers as they create a family-centered event for children with disabilities and their typically developing peers in a natural environment. Researchers analyze student reflection papers about the family-centered event for evidence of new learning about child disability and inclusive practice. The reflections demonstrate the power of the students’ active role in creating and implementing family-centered activities in a collaborative context. Other key reflective components include rewards and challenges in creating inclusive contexts, integral role of families in supporting child relationships in natural settings, and collaboration and teaming.  相似文献   

Socialization of coping with community violence: influences of caregiver coaching, modeling, and family context     

Kliewer W  Parrish KA  Taylor KW  Jackson K  Walker JM  Shivy VA 《Child development》2006,77(3):605-623

A socialization model of coping with community violence was tested in 101 African American adolescents (55% male, ages 9-13) and their maternal caregivers living in high-violence areas of a mid-sized, southeastern city. Participants completed interviews assessing caregiver coping, family context, and child adjustment. Caregiver-child dyads also discussed a film clip depicting community violence. Parental coaching (caregivers' strategies suggesting how to cope) and child-reported coping were coded from the discussion. Coaching, modeling (caregivers' own coping), and family context each contributed to children's coping with violence. Children's problem-focused coping in response to violence had the strongest associations with changes in their adjustment 6 months later. Implications for interventions with youth and families are discussed.  相似文献