Young Breast Cancer Survivors’ Experiences of Uncertainty     

Laura E. Miller 《Journal of Applied Communication Research》2013,41(4):429-449

Evidence indicates recent increases in breast cancer diagnoses among young women. Research also suggests that younger women diagnosed with breast cancer may experience more psychological distress than older women. In-depth interviews with 25 breast cancer survivors age 40 and under were conducted to explore the uncertainties young women face throughout survivorship. Results indicate that young women experience unique sources of uncertainty and that communication may facilitate or hinder the management of uncertainty across the survivorship trajectory. Implications of these findings for theorizing on uncertainty, healthcare providers’ interactions with young women, and social networks’ communication with survivors are discussed. These data also have important implications for the practical treatment of young breast cancer survivors and applied, communicative recommendations for providers are proposed.  相似文献   

Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction     

Laura Zangori  Cory T. Forbes  Mandy Biggers 《科学教学研究杂志》2013,50(8):989-1017

  相似文献   

The Physical Educator in Perspective     

Laura J. Huelster 《Quest (Human Kinetics)》2013,65(1):62-66

Life in the academy is a complex and difficult journey. Future faculty must learn how to adapt and grow because the landscape of their career and higher education will constantly change. We are honored that Dr. Dan Landers asked us to contribute our thoughts regarding future faculty preparation and the Arizona State University (ASU) Preparing Future Faculty (PFF) program, in particular. In this respect, Rafer Lutz describes the impact that PFF had upon his recent job search and acclimatization to a new university. Lynda Ransdell details the ways PFF has helped her life as a junior faculty member. Important lessons include seeking true colleagues, the importance of teaching, seeking out multiple mentors, and full participation in the faculty experience.  相似文献   

Text features and preschool teachers’ use of print referencing     

Jaclyn M. Dynia  Laura M. Justice  Jill M. Pentimonti  Shayne B. Piasta  Joan N. Kaderavek 《Journal of Research in Reading》2013,36(3):261-279

Storybook features, such as linguistic richness and print salience, potentially influence how a teacher references print. This study addressed two research questions: (1) to what extent does the linguistic richness and print salience of children's storybooks relate to teachers’ use of print referencing? and (2) to what extent is there an interplay between storybooks’ linguistic richness and print salience when predicting teachers’ use of print referencing? Fifty‐seven teachers participated in a whole‐group read‐aloud intervention while including print‐referencing behaviours. Researchers analysed teacher videos in order to (1) document teachers’ use of print referencing and (2) document the storybook's linguistic features and print salience. Results indicated that print salience is highly positively related to teachers’ use of print referencing. Also, the constructs of Print Salience Metric (PSM) and total words predicted teachers’ use of print referencing, and the interaction between PSM and mean length of sentence was significant for storybooks with moderate and high PSM scores.  相似文献   

Very early language skills of fifth‐grade poor comprehenders     

Laura Justice  Andrew Mashburn  Yaacov Petscher 《Journal of Research in Reading》2013,36(2):172-185

This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth‐grade students were identified as having poor comprehension skills (n=16), poor decoding skills (n=11) or typical reading skills (n=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags.  相似文献   

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’     

Laura Colucci‐Gray  Sharmistha Das  Donald Gray  Dean Robson  Jennifer Spratt 《British Educational Research Journal》2013,39(1):126-147

This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action‐research reports pointed to a multi‐faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action‐research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.  相似文献   

Snakes and Eels and Dogs! Oh, My! Evaluating High School Students’ Tree-Thinking Skills: An Entry Point to Understanding Evolution     

Kefyn M. Catley  Brenda C. Phillips  Laura R. Novick 《Research in Science Education》2013,43(6):2327-2348

The biological community is currently undertaking one its greatest scientific endeavours, that of constructing the Tree of Life, a phylogeny intended to be an evidenced-based, predictive road map of evolutionary relationships among Earth’s biota. Unfortunately, we know very little about how such diagrams are understood, interpreted, or used as inferential tools by students—collectively referred to as tree thinking. The present study provides the first in-depth look at US high school students’ competence at tree thinking and reports how they engage cognitively with tree representations as a precursor to developing curricula that will provide an entry point into macroevolution. Sixty tenth graders completed a 12-question instrument that assessed five basic tree-thinking skills. We present data that show patterns of misunderstandings are largely congruent between tenth graders and undergraduates and identify competences that are pivotal to address during instruction. Two general principles that emerge from this study are: (a) Students need to be taught that cladograms are an authoritative source of evidence that should be weighted more than other superficial or ecological similarities; (b) students need to understand the vital importance and critical difference between most recent common ancestry and common ancestry. Further, we show how the objectives of this study are closely aligned with US and International Standards and argue that scientifically-literate citizens need at least a basic understanding of the science behind the Tree of Life to understand and engage in twenty-first century societal issues such as human health, agriculture, and biotechnology.  相似文献   

We've got minorities,yes we do: visual representations of racial and ethnic diversity in college recruitment materials     

Timothy D. Pippert  Laura J. Essenburg  Edward J. Matchett 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):258-282

Colleges and universities have expanded their use of the internet and social media in marketing strategies, but the direct mailing of admissions brochures continues to be at the heart of recruitment efforts. Because admissions brochures often serve as a potential student's introduction to the campus, they are carefully crafted to provide a specific impression of the institution. This study examined one aspect of the marketing of colleges by examining the portrayal of racial and ethnic diversity. Through a content analysis of over 10,000 photographs from 165 four-year institutions in the US, the accuracy of the photographic portrayal of diversity in recruitment materials was assessed. Findings indicate that the majority of institutions provided images of diversity to prospective students in 2011 that were significantly different than the actual student body. Furthermore, diversity was typically symbolized by portraying African American students at higher rates rather than presenting a more representative student body.  相似文献   

The effects of documentation on young children's memory     

Bethany K.B. Fleck  Michelle D. LeichtmanDavid B. Pillemer  Laura Shanteler 《Early childhood research quarterly》2013

A central aspect of the Reggio approach to early childhood education is documentation, in which educators observe, record, and display children's work. Educational anecdotes and developmental theory suggest that documentation may facilitate children's memory; the current study explored this possibility empirically. Sixty-three preschool/kindergarten children experienced a novel learning event. Two days later, children were reminded with either documentation or worksheets of event details and the factual information that had been presented, or they were not reminded. Three weeks later, children completed a memory interview that included episodic and semantic measures. Children in the documentation and worksheet conditions remembered more factual information than those in the no-reminder condition. Children in the documentation condition produced more on-topic speech than those in the worksheet condition during reminding and a subsequent learning session. Potential benefits of documentation for classroom performance are discussed.  相似文献   

Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils     

Laura M. Justice  Anita S. McGinty  Tricia Zucker  Sonia Q. Cabell  Shayne B. Piasta 《Early childhood research quarterly》2013

This study examined the transactional, utterance-by-utterance dependencies in the syntactic complexity of teachers’ and children's talk during small-group conversations in preschool classrooms. The sample included 39 teachers and select children in their classroom, which targeted enrollment to children experiencing documentable risk factors. Patterns of sequential dependencies demonstrated a bi-directional interdependence in teachers’ and children's complex syntactic use, whereby both teachers and children appeared sensitive to each other's use of complex syntactic forms. Teachers’ use of complex syntax increased the likelihood that children's adjacent utterance would contain complex syntax; similarly, children's use of complex or simple syntax increased the likelihood that teachers’ adjacent utterance would mirror their syntactic level. Associations were small to moderately large in strength, but varied across individual classrooms. The findings point to complex, bi-directional relationships underlying the complexity of talk within the classroom language environment.  相似文献