Exploring Animal-Assisted Programs with Children in School and Therapeutic Contexts     

Lori?FriesenEmail author 《Early Childhood Education Journal》2010,37(4):261-267

Animal-Assisted programs with children are becoming increasingly popular in school and therapeutic settings. This article provides an overview of the benefits accrued by children as well as the concerns with programs which involve animals, and therapy dogs in particular, in these environments. Research over the past 30 years indicates that therapy dogs may offer physiological, emotional, social, and physical support for children. The distinguishing features of Animal-Assisted Therapy (AAT) are characterized by the supplemental inclusion of a trained therapy dog in reaching an intervention goal in therapeutic environments, and as a supplement to an educational objective in school contexts. The general assumptions underlying AAT with children are that although therapy dogs are interactive, children seem to perceive them as non-judgemental participants who are outside of the complications and expectations of human relationships. This unique interaction may offer children a valuable form of social and emotional support in educational and therapeutic settings.  相似文献   

Capitalizing on Web 2.0 in the Social Studies Context     

Lori B. Holcomb  Candy M. Beal 《TechTrends》2010,54(4):28-33

This paper focuses primarily on the integration of Web 2.0 technologies into social studies education. It documents how various Web 2.0 tools can be utilized in the social studies context to support and enhance teaching and learning. For the purposes of focusing on one specific topic, global connections at the middle school level will be the overlapping theme across the Web 2.0 technologies.  相似文献   

Evaluation of a truancy court intervention in four middle schools     

Michelle A. Hendricks  Elizabeth W. Sale  Carol J. Evans  Lori McKinley  Sherri DeLozier Carter 《Psychology in the schools》2010,47(2):173-183

The effectiveness of a school‐based truancy court intervention in four middle schools in a mid‐sized school district was evaluated. Cumulative data from 185 youth attending a truancy court from 2004 through 2008 were included in the analyses. Results indicated a differential impact of the truancy court intervention depending on truancy severity at baseline. The intervention was most successful in increasing attendance for students with severe truancy, but had limited impact on students with moderate truancy, and no impact on mild truancy. The intervention did not result in improved school attachment or grade point averages, nor did it significantly reduce discipline offenses. Furthermore, the aftercare intervention, consisting of regular meetings with an authority figure (e.g., a juvenile officer), was only effective at maintaining truancy court attendance gains for students with severe truancy at baseline, although it was associated with a substantial decrease in discipline offenses for all groups. These results suggest that truancy courts similar to the one described here may have an impact on truancy for severely truant students, but may have a limited effect on students with mild or moderate truancy. © 2009 Wiley Periodicals, Inc.  相似文献   

The Impact of Annemarie Roeper’s Qualitative Assessment (QA) Method on The Roeper School’s Admission Process     

Lori Zinser 《Roeper Review》2016,38(4):258-260

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Black culture centers: Still central to student learning     

Lori D. Patton 《About Campus》2006,11(2):2-8

Are support and resource centers that serve students from single cultures still relevant after thirty years and in light of widespread interest in multiculturalism? Lori Patton argues that, at least in the case of black culture centers, these spaces continue to matter a great deal to students.  相似文献   

Towards a 21st Century Metadata Infrastructure Supporting the Creation,Preservation and Use of Trustworthy Records: Developing the InterPARES 2 Metadata Schema Registry     

Anne?GillilandEmail author  Nadav?Rouche  Lori?Lindberg  Joanne?Evans 《Archival Science》2005,5(1):43-78

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Queer Love in Film and Television: Critical Essays Pamela Demory and Christopher Pullen,Editors. New York: Palgrave Macmillan, 2013.     

Lori Duin Kelly 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):244-245

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A Comparison of Training Methods on the Acquisition of Automotive Product Knowledge     

Rhiannon M. Fante  Barbara R. Bucklin  Lori Diener‐Ludwig  Daniel B. Sundberg  Alyce M. Dickinson 《Performance Improvement Quarterly》2016,29(3):287-305

The purpose of this study was to compare the effects of a traditional training program with a fluency‐building training program on the acquisition of automotive product knowledge in a lab setting. The effects were assessed by how accurately and quickly participants responded on a product‐knowledge test. Results indicated that participants who completed the fluency training responded faster and more accurately than control groups immediately after the study. However, the difference between the fluency group and the group that received study objectives disappeared when retention was assessed several weeks after training. The difference remained between these groups and a group that did not receive study objectives. The results were used to modify globally delivered training. This study extended previous studies by examining the effects of training designed to teach product knowledge to sales representatives in automotive dealerships and illustrates the benefits of collaboration between academic researchers and professional trainers.  相似文献   

Designing an effective sexuality education curriculum for schools: lessons gleaned from the South(ern) African literature     

Lesley Wood  Lori A. Rolleri 《Sex education》2014,14(5):525-542

Sexuality education forms part of the national school curricula of most sub-Saharan African countries, yet risk-related sexual behaviour among young people continues to fuel the HIV pandemic in this part of the world. One of the arguments put forward to explain why sexuality education seems to have had little impact on sexual risk-taking is that existing curricula have neglected to take into account the complexity of the social, cultural and gender norms that influence the behaviour of school-going young people in sub-Saharan Africa. Over the past few years, the Department of Basic Education in South Africa has recognised the need to provide guidance to teachers on the content, pedagogical processes and messages that are relevant to their specific context. This paper critically reflects on findings from a literature-based study conducted to identify the cognitive and social factors influencing the behaviour of school-going young people in South Africa and the risk and protective factors that might be particular to their circumstances. The findings provide helpful guidelines about the development, content and implementation of sexuality education curricula more likely to be relevant in contexts of serious poverty and disadvantage. Although based on the South African literature, the findings may also offer useful lessons for curriculum designers in other developing countries.  相似文献   

Adaptation Guidance for Evidence-Based Teen Pregnancy and STI/HIV Prevention Curricula: From Development to Practice     

Lori A. Rolleri  Regina Firpo-Triplett  Catherine A. Lesesne  Claire Moore  Kimberly D. Leeks 《American journal of sexuality education》2014,9(2):135-154

Evidence-based interventions (EBIs) are effective in preventing adolescent pregnancy and sexually transmitted infections; however, prevention practitioners are challenged when selecting and adapting the most appropriate programs. While there are existing adaptation frameworks, there is little practical guidance in applying research in the field. To address this need, the Centers for Disease Control and Prevention (CDC) Division of Reproductive Health initiated the Adaptation Guidance Project. The project included the development of a comprehensive adaptation guidance framework and adaptation kits for select evidence-based teen pregnancy and HIV prevention programs. In addition, three innovative concepts emerged that have application to other adaptation program and evaluation efforts, including moving research into practice. First, the authors defined the core components of an EBI in three distinct ways: core content, core pedagogy, and core implementation. Second, they piloted a practitioner-friendly adaptation guidance-messaging schema—Green, Yellow, and Red Light Adaptations, and last they included fidelity/adaptation monitoring logs. This article will describe the process used to develop the adaptation guidance kits, including the main features and tools.  相似文献