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101.
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
102.
103.
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
104.
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
105.
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
106.
随着交叉学科的渗入,教学对林化专业学生知识背景和能力提出了新的要求。从本专业教学改革、提高本科生科研素养、生产实践和课程设计等方面探讨了对创新人才培养的作用。在新的历史时期下,要更新教育理念,强化教学实践环节,鼓励和引导学生参加科技创新实验,提高创新能力。 相似文献
107.
Tom Buchanan Matt St. Charles Michelle Rigler Charles Hart 《International Journal of Disability, Development & Education》2010,57(4):351-369
The presence of university students in the United States with disabilities is not a new phenomenon. However, little is known about the attitudes of university faculty concerning less visible disabilities such as attention‐deficit hyperactivity disorder (ADHD). Using a sample of faculty at a university in the United States (n = 136), the impact of age on faculty’s acceptance of ADHD was examined. Results indicated a higher percentage of older faculty members, compared with middle‐aged and younger faculty, selected ADHD as a condition worthy of special instructional accommodations. Irrespective of age of the respondents, ADHD had the lowest acceptance as a condition deserving special accommodations. Finally, fewer middle‐aged and older faculty attributed difficulties experienced by a student with ADHD symptoms to “bad” character, a lack of discipline or a lack of motivation. These findings suggest more emphasis should be placed on disability‐related education and training for faculty members during early stages of their careers. 相似文献
108.
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
109.
This study assessed the combined and differential contributions of Chinese mothers and fathers (in terms of spouse-reported physically coercive and psychologically controlling parenting) to the development of peer-reported physical and relational aggression in their preschool-age children (mean age of 5 years). Results of the two-group (boys and girls) latent sum and difference structural equation model showed that combined parenting effects were slightly more prevalent than differential effects in predicting aggression. Furthermore, physical coercion was predictive of aggression in boys whereas psychological control was primarily associated with aggression in girls. Findings extend our understanding of relational aggression and the meaning of aversive parenting, particularly within the Chinese cultural context. 相似文献
110.
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