Impact of a Temporary Food Shortage on Children and Their Mothers     

Mary Alice McDonald  Marian Sigman  Michael P. Espinosa  Charlotte G. Neumann 《Child development》1994,65(2):404-415

Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities.  相似文献   

In‐Place and In‐Time     

Marian Macken  Fiona Harrisson 《The International Journal of Art & Design Education》2020,39(3):635-647

This article presents parallel and collaborative research and teaching practices that expand approaches to encountering site through the lenses of observation and performative drawing. These drawing practices record phenomena, whilst in their presence, through a designed temporal framework. This asks the drawer to observe over a duration of time and to record the world in motion. By spending an extended period of time in the presence of the phenomenon of our study, with active receptivity, our capacity to see shifts. Rather than the drawn outcomes of this observation recording a past time, the notion of experiential time – and an expanded present – is embedded in the act of drawing. These processes of observation and performative drawing allude to Edmund Husserl’s expression of a ‘thickened present’. The outcomes of this drawing practice demonstrate that observational techniques are embodied, relational, temporal and generative and so offer an alternative approach to site analysis. How this approach sits within the larger domain of spatial temporal relationships and forms of drawing are also considered.  相似文献   

Touch,taste, smell-feeding nutrition into your program     

Marian Colonna Marion 《Early Childhood Education Journal》1978,5(4):12-14

Conclusion Activities along the lines of those suggested above can be planned for any food about which the children have little or no knowledge or for any food that is needed but not chosen by the group, such as green peppers. The number of activities planned for a food will, of course, reflect the interest of the children as well as that of the teacher or caregiver. The goal should be to foster positive attitudes about nutritious foods by helping children to acquire knowledge about foods through sensory experiences.  相似文献   

Book reviews     

Roger Harris  Marian C. Stone  M. E. O’Connor Ph.D. 《The Australian Educational Researcher》1989,16(4):89-95

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Testing Literacy Educational Software to Develop Design Guidelines for Children with Autism     

Marian Tuedor  Fabia Franco  Anthony White  Serengul Smith  Ray Adams 《International Journal of Disability, Development & Education》2019,66(1):19-35

Multimedia computer programmes have been found to facilitate learning in children with Autistic Spectrum Disorders (ASD). However, the effectiveness of these resources is limited due to poor design or a lack of consideration of the ASD cognitive profile, particularly at the lower functioning end of the spectrum. This article attempts to tackle the problem of the lack of design guidelines, with the aim of facilitating the development of effective educational programmes for children with severe ASD. The case study reported here evaluated two literacy educational computer programmes, by observing five low-functioning children with ASD, compared to five neurotypical children (control cases). The two types of reading-support software contrasted in the study presented different characteristics. The children’s data analysed here concern observations of child–software interactive sessions based on video recordings and coded for attention deployment to each programme, including motivation and engagement indicators.  相似文献   

Development research of a teachers’ educational performance support system: the practices of design, development, and evaluation     

Wei-Chen Hung  Thomas J. Smith  Marian S. Harris  James Lockard 《Educational technology research and development : ETR & D》2010,58(1):61-80

This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods. Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c) the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies and their possible corrective actions are also reported and discussed.  相似文献   

I CARE: Development and Evaluation of a Campus Gatekeeper Training Program for Mental Health Promotion and Suicide Prevention     

Marian Reiff  Meeta Kumar  Batsirai Bvunzawabaya  Soumya Madabhushi  Alaina Spiegel  Benjamin Bolnick 《Journal of College Student Psychotherapy》2019,33(2):107-130

Addressing the need for suicide prevention on campus, I CARE training, developed and facilitated by counseling center clinicians, trains students, staff, and faculty to provide support to students experiencing distress or mental health problems. We assessed its impact using a mixed-methods approach. Quantitative analyses demonstrated significant increases in knowledge of intervention skills and readiness to intervene from pretraining to posttraining. Knowledge and readiness remained significantly higher than preworkshop for the entire follow-up evaluation period, extending 15 months posttraining. Qualitative analyses revealed the value of experiential activities and emotional processing in increasing participants’ comfort and preparedness to intervene in challenging situations.  相似文献   

Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes          下载免费PDF全文

Joyce J. Endendijk  Marleen G. Groeneveld  Lotte D. van der Pol  Sheila R. van Berkel  Elizabeth T. Hallers‐Haalboom  Marian J. Bakermans‐Kranenburg  Judi Mesman 《Child development》2017,88(1):299-316

This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression.  相似文献   

Development and Validation of the College Campus Environment Scale (CCES): Promoting Positive College Experiences     

Marian C. Fish  Dalia R. Gefen  Walter Kaczetow  Greta Winograd  Rachel Futtersak-Goldberg 《Innovative Higher Education》2016,41(2):153-165

One of the essential factors related to student success and satisfaction with a higher education experience is the college environment in which learning takes place. The purpose of this study was to develop a scale, the College Campus Environment Scale (CCES), to measure characteristics of college campus environments valued by students. A model emerged with the following six factors: Academic and Career Expectations, Athletics, Health, Role Models and Mentors, Safety, and Social and Extracurricular Activities. The CCES demonstrates good evidence of reliability and validity and can be utilized by researchers and college personnel to promote positive college experiences for students.  相似文献   

Book reviews     

Johanna Wyn  Zita M. Unger  Marian C. Stone  Judith Gill  Patrick Slattery  Maurice Robson  Christine Halse 《The Australian Educational Researcher》1994,21(2):107-124

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