VARIABLE RELATIONSHIPS AMONG DIFFERENT SCIENCE LEARNERS IN ELEMENTARY SCIENCE-METHODS COURSES     

Robert E. Bleicher  Joan S. Lindgren 《International Journal of Science and Mathematics Education》2009,7(4):849-849

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Changing Policy With Words: How Persuasive Words in Election Pledges Influence Voters’ Beliefs About Policies     

Elina Lindgren 《Mass Communication and Society》2018,21(4):425-449

Parties often frame their election pledges with value-laden words such as freedom and equality, and it is well known that this can influence voters’ support for policies. However, research is not conclusive about why as of yet. This article adds to common explanations of value-framing effects by proposing a linguistic explanation to how citizens are influenced by value words in election pledges. Drawing on what linguistic theory says about persuasive words, this article hypothesizes that value-laden words elicit different beliefs about policy content, beyond what has actually been pledged. To support this assertion, a survey experiment (N = 739) shows that such words do provoke different beliefs about policies and that this, in turn, influences the extent to which individuals support the policies. The findings have implications for representative democracy, as they indicate that voters’ outspoken support for policy pledges do not necessarily reflect their true policy preferences.  相似文献   

Framing and re-framing through computer-mediated communication: providing pre-service teachers with alternate support structures     

Lisa Scherff  Nancy Robb Singer 《Learning Inquiry》2008,2(3):151-167

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Social-emotional adaptation and infant-mother attachment in siblings: role of the mother in cross-sibling consistency     

M J Ward  B E Vaughn  M D Robb 《Child development》1988,59(3):643-651

We investigated concordance in social-emotional behavior and attachment of first- and secondborn siblings from 65 families. Both children were seen at 24 months in a problem-solving procedure and at 12 months in the Strange Situation. Maternal behavior at 24 months also was examined. Child behaviors at 24 months showed trends toward concordance across siblings. Maternal behavior was significantly stable across siblings and correlated significantly with child competence. In post-hoc analyses, the sample was split into 2 groups: maternal behavior stable (N = 36) and maternal behavior unstable. In the first group, cross-sibling correlations were significant and larger than for the whole sample; in the second group, cross-sibling correlations were low and nonsignificant. There also was significant concordance across siblings in attachment classification. These data suggest that it is essential to consider the care received by different children in investigating similarities in siblings' behavior.  相似文献   

Being a resource for both mother and child: fathers' experiences following a complicated birth     

Erlandsson K  Lindgren H 《The Journal of perinatal education》2011,20(2):91-99

The aim of this study was to describe fathers' experiences of being present on a postnatal ward and during the first days at home following a complicated birth. Fifteen fathers were interviewed, and content analysis was used for the analysis. The theme illustrated that fathers were a resource for both mother and child through practical and emotional engagement. The categories describe how the father empowers the mother and illustrates adapting to new family roles. Following complicated birth, fathers should be invited to stay around-the-clock on postnatal wards because it gives them the opportunity to place their resources at the disposal of mother and child. In antenatal courses, fathers should be prepared for their empowering role after a complicated birth.  相似文献   

Development and Safety of an Exercise Testing Protocol for Patients with an Implanted Cardioverter Defibrillator for Primary or Secondary Indication     

Gayle L. Flo  Robb W. Glenny  Peter J. Kudenchuk  Cynthia M. Dougherty 《Cardiopulmonary Physical Therapy Journal》2012,23(3):16-22

Purpose

Performing exercise tests in patients with an implantable cardioverter defibrillator (ICD) presents specific challenges because of susceptibility to ventricular arrhythmias during maximal levels of exertion. The purpose of this paper is to outline the exercise testing protocol from the Anti-Arrhythmic Effects of Exercise after an ICD trial and to report baseline test results and safety outcomes using the protocol.

Methods and Results

Maximal cardiopulmonary exercise testing was performed to assess levels of physical fitness as part of a randomized trial of walking exercise in patients with ICDs. Subjects were randomized after baseline testing to aerobic exercise plus usual care or usual care alone. A modified Balke treadmill exercise test was used and specific ICD programming procedures were implemented to avoid unnecessary shocks, which included programming off ventricular tachycardia (VT) therapies during testing. To date, 161 baseline tests have been performed. One ventricular fibrillation (VF) cardiac arrest occurred following completion of an exercise test and three tests were stopped by the investigators due to nonsustained ventricular tachycardia. Eleven subjects were not able to achieve maximum exercise, defined as reaching an anaerobic threshold (AT) at baseline testing. There have been no deaths as a result of exercise testing.

Conclusions

Symptom-limited maximal exercise testing can be performed safely and effectively in patients with ICDs for both primary and secondary prevention indications. Specific strategies for ICD programming and preparation for treating ventricular arrhythmias needs to be in place before exercise testing is performed.Key Words: implanted cardioverter defibrillator, exercise testing, treadmill protocol  相似文献   

Enactive Metaphors: Learning Through Full-Body Engagement     

Shaun Gallagher  Robb Lindgren 《Educational Psychology Review》2015,27(3):391-404

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Orphans of Our Common Worlds     

Therese Lindgren  Magdalena Sjstrand hrfelt 《Educational theory》2019,69(3):283-303

In this article, Therese Lindgren and Magdalena Sjöstrand Öhrfelt compare two discourses that have been influential in the field of early education: the social‐economic and the posthumanist. Studying how the young educable child is articulated in these seemingly contradictory discourses, Lindgren and Sjöstrand Öhrfelt have found that the discourses not only overlap, but, to some extent, they also reinforce each other. Both discourses depict the future as precarious, and along with identifying deficiencies of our time, they seek to justify the need for early intervention in terms of education. The young child is portrayed, on the one hand, as not‐yet‐realized human capital and, on the other, as a site for change and new beginnings. That is, the child figures as the key to a better and more sustainable world. In both discourses, early childhood education and care (ECEC) is depicted as an emancipating project, detaching the child from the child's social and cultural contexts and historical past, making the young educable child an “orphan.”  相似文献   

Intergroup Education by Jean Dresden Grambs. Englewood Cliffs,N.J.: Prentice-Hall, 1968. 199 pp. $2.95 paper     

M. H. Robb 《The Educational forum》2013,77(1):146-147

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Conceptualizations of writing in early years curricula and standards documents: international perspectives     

Shelley Stagg Peterson  Judy Parr  Eva Lindgren  Douglas Kaufman 《Curriculum Journal》2013,24(4):499-521

Abstract

In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards documents that guide instruction. Using Ivani?’s Discourses of Writing and Learning to Write to guide our text analysis, we found that curriculum developers have primarily been influenced by views of writing as a set of skills, processes, and genres. We found few references to the sociopolitical discourse which indicates a view among curriculum developers that sociopolitical literacy is not suitable for this age group. We argue, with support in previous research, that young children’s writing does not have to be politically neutral and that it can be developed under age-appropriate circumstances. Implications for policy and curriculum development include a need for greater consideration of the complexities of writing shown in research conducted across five decades. We propose a change to the model for early years, recognising that young children’s socio-political understandings lie within their home and school lives, rather than the broader community.  相似文献