CAVEman: Standardized anatomical context for biomedical data mapping     

Andrei L. Turinsky  Elena Fanea  Quang Trinh  Stephen Wat  Benedikt Hallgrímsson  Xiaoli Dong  Xueling Shu  Julie N. Stromer  Jonathan W. Hill  Carol Edwards  Brenda Grosenick  Masumi Yajima  Christoph W. Sensen 《Anatomical sciences education》2008,1(1):10-18

The authors have created a software system called the CAVEman, for the visual integration and exploration of heterogeneous anatomical and biomedical data. The CAVEman can be applied for both education and research tasks. The main component of the system is a three‐dimensional digital atlas of the adult male human anatomy, structured according to the nomenclature of Terminologia Anatomica. The underlying data‐indexing mechanism uses standard ontologies to map a range of biomedical data types onto the atlas. The CAVEman system is now used to visualize genetic processes in the context of the human anatomy and to facilitate visual exploration of the data. Through the use of Java? software, the atlas‐based system is portable to virtually any computer environment, including personal computers and workstations. Existing Java tools for biomedical data analysis have been incorporated into the system. The affordability of virtual‐reality installations has increased dramatically over the last several years. This creates new opportunities for educational scenarios that model important processes in a patient's body, including gene expression patterns, metabolic activity, the effects of interventions such as drug treatments, and eventually surgical simulations. Anat Sci Ed 1:10–18, 2008. © 2007 American Association of Anatomists.  相似文献   

Influence of reading attitude on reading achievement: A test of the temporal‐interaction model     

Rebecca S. Martínez  O. Tolga Aricak  Jeremy Jewell 《Psychology in the schools》2008,45(10):1010-1023

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Family involvement in the education of potential drop‐out children: a comparative study between Spain and Cyprus     

Raquel‐Amaya Martínez‐González  Loizos Symeou  Lucía Álvarez‐Blanco  Eleni Roussounidou  Jesús Iglesias‐Muñiz  María‐Auxiliadora Cao‐Fernández 《教育心理学》2008,28(5):505-520

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The illusion of scholastic incompetence and peer acceptance in primary school     

Marie-Noëlle Larouche  Benoît Galand  Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2008,23(1):25-39

This paper reports results from two studies aimed at examining whether perception of social acceptance and actual social acceptance differ according to the presence of an illusion of scholastic incompetence. Results of both studies conducted in Belgium and in Quebec (respectively 179 and 543 participants) show that children’s illusion of scholastic incompetence is linked to a negative perception of social acceptance. However, according to the evaluation by peers, social acceptance of those children is similar to the others. This suggests a generalization of the negative bias of self-evaluation to both academic and social domains. The discussion proposes further variables that could improve the understanding of the origin of the illusion of incompetence.  相似文献   

Embodied-based environment for kindergarten children: Revisiting constructionist ideas     

José Armando Valente  Ricardo Caceffo  Rodrigo Bonacin  Julio Cesar dos Reis  Diego Addan Gonçalves  Maria Cecília Calani Baranauskas 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):986-1003

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Development of Math Attitudes and Math Self-Concepts: Gender Differences,Implicit–Explicit Dissociations,and Relations to Math Achievement     

Dario Cvencek  Ružica Brečić  Dora Gaćeša  Andrew N. Meltzoff 《Child development》2021,92(5):e940-e956

Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

The viralization of online education: Learning beyond the time of the coronavirus     

Rossini  Tatiana Stofella Sodré  do Amaral  Miriam Maia  Santos  Edméa 《Prospects》2021,51(1-3):285-297

PROSPECTS - In response to the global crisis resulted from the spread of the coronavirus in Brazil, many schools and universities suspended face-to-face classes and began to offer remote classes...  相似文献   

Mandatory voice: Implementation of a district‐led student‐voice program in urban high schools     

Regina J. Giraldo‐García  Adam Voight  Meagan O'Malley 《Psychology in the schools》2021,58(1):51-68

This qualitative case study explores how urban high schools implement a district‐initiated student‐voice program, referred to as Student Advisory Committees, intended to improve school climate. The study uses an implementation science framework to analyze interview data from principals and advisors in 22 urban high schools. An iterative, top–down thematic analytic procedure was used for analysis and interpretation of the data. The results suggest wide variation in how the program was implemented in terms of fidelity, dosage, quality, program reach, and adaptation, with contextual school factors—namely, principal and school characteristics—that help to explain this variation. In addition, the findings indicate that these contextual factors had a significant influence on how the school district implemented the student advisory committees. The authors discuss the implications for program implementation in the context of urban school districts and for school psychologists.  相似文献   

Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year,Low-Income Students     

Perez  Rosemary J.  Acuña  Arely  Reason  Robert D. 《Innovative Higher Education》2021,46(6):623-641

Innovative Higher Education - This embedded case study leveraged Rendón’s (1994) validation theory as well as theories connecting self-reflection and transformative learning (e.g.,...  相似文献   

Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables     

Högemann  Julia  Cunha  Jennifer  Núñez  José Carlos  Vallejo  Guillermo  Rodríguez  Celestino  Rosário  Pedro 《Reading and writing》2021,34(7):1681-1710

Reading and Writing - Many young students experience difficulties mastering writing, and are designated as students struggling with writing. Teacher feedback on writing is an educational tool...  相似文献