Developmental foundations of physiological dynamics among mother–infant dyads: The role of newborn neurobehavior     

Mengyu Gao  Bailey Speck  Brendan Ostlund  Dylan Neff  Nila Shakiba  Robert D. Vlisides-Henry  Parisa R. Kaliush  Nicolette C. Molina  Leah Thomas  K. Lee Raby  Sheila E. Crowell  Elisabeth Conradt 《Child development》2022,93(4):1090-1105

This study tested whether newborn attention and arousal provide a foundation for the dynamics of respiratory sinus arrhythmia (RSA) in mother–infant dyads. Participants were 106 mothers (M_age = 29.54) and their 7-month-old infants (55 males and 58 White and non-Hispanic). Newborn attention and arousal were measured shortly after birth using the NICU Network Neurobehavioral Scale. Higher newborn arousal predicted a slower return of infant RSA to baseline. Additionally, greater newborn attention predicted mothers’ slower return to baseline RSA following the still-face paradigm, and this effect only held for mothers whose infants had lower newborn arousal. These findings suggest that newborn neurobehavior, measured within days of birth, may contribute to later mother–infant physiological processes while recovering from stress.  相似文献   

NAECTE MEMBERS SPEAK UP     

Leah Adams 《Journal of Early Childhood Teacher Education》2013,34(3):309-311

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New products     

Leah H. Jamieson  William C. Oakes  Edward J. Coyle 《TechTrends》2001,45(2):28-28

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A Developmental Approach to Graduate Education Review: A New Take on a Traditional Process     

Leah Hakkola  Jean A. King 《Innovative Higher Education》2016,41(2):137-152

In this article we describe the Graduate Review and Improvement Process (GRIP), an innovative evaluation process that makes student input central, now beginning its fifth year of implementation at the University of Minnesota. We begin by contrasting GRIP with traditional graduate program review, and we then explain the conceptual underpinnings of action research and developmental evaluation. We next explain how the process began and evolved from 2011 to the present, including discussion of the perceived benefits that participants reported. The article concludes with four challenges to this process: resources, changing leadership, turnover, and faculty engagement.  相似文献   

Investigating advanced professional learning of early career and experienced teachers through program portfolios     

Rebecca K. Fox  Leah S. Muccio  C. Stephen White  Jie Tian 《欧洲师范教育杂志》2015,38(2):154-179

Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects of professional development on early career (EC) and experienced (EXP) teachers during an advanced master’s degree programme in the USA. Qualitative analysis of 47 teacher portfolio reflections and 11 post-programme interviews investigated how EC and EXP teachers engaged in programme learning experiences to determine the ways that coursework influenced their professional growth. Differences between EC and EXP teachers were noteworthy, indicating that these two groups responded to professional development experiences differently. Ongoing research to determine effective differentiated approaches toward professional development for both novice and EXP teachers remains a key area for teacher education research, most particularly with a goal of measuring the results of professional development on improving PK-12 student performance.  相似文献   

COLLABORATION BY DESIGN: INTEGRATING CORE PEDAGOGICAL CONTENT AND SPECIAL EDUCATION METHODS COURSES IN A PRESERVICE SECONDARY EDUCATION PROGRAM     

Timothy J. Frey  Debra K. Andres  Leah A. McKeeman  Jessica J. Lane 《The Teacher Educator》2013,48(1):45-66

In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.  相似文献   

<Emphasis Type="Italic">Critical Youth Studies: A Canadian Focus</Emphasis>, by James E. Côté &; Anton Allahar, 2006. Toronto,ON: Pearson Education Canada, 137 pp.     

Leah Levac 《Interchange》2009,40(2):245-248

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Book Review Section 1     

Nicholas Appleton  Loren R. Bonneau  Walter Feinberg  Thomas D. Moore  Albert Grande  W. Eugene Hedley 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1-2):5-13

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“GodMode is his video game name”: situating learning and identity in structures of social practice     

Leah A. Bricker  Philip Bell 《Cultural Studies of Science Education》2012,7(4):883-902

In this paper, we report on the structural nexus of one youth??s gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier??s theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth??s gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments.  相似文献   

Analysis of Student Performance in Large-Enrollment Life Science Courses     

Leah Ren��e Creech  Ryan D. Sweeder 《CBE life sciences education》2012,11(4):386-391

This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0–62.8% of the variance in students’ grades in the courses analyzed. The primary predictor of a student''s course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by β values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067–0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088–0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant.  相似文献