Commentary: the coalition for improving maternity services:     

Hodges S  Stewart SB  Hotelling B  Romano A 《The Journal of perinatal education》2007,16(Z1):93S-96S

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.  相似文献   

Improbable or impossible? How children reason about the possibility of extraordinary events   总被引：1，自引：1，他引：0  

Shtulman A  Carey S 《Child development》2007,78(3):1015-1032

The present study investigated the development of possibility-judgment strategies between the ages of 4 and 8. In Experiment 1, 48 children and 16 adults were asked whether a variety of extraordinary events could or could not occur in real life. Although children of all ages denied the possibility of events that adults also judged impossible, children frequently denied the possibility of events that adults judged improbable but not impossible. Three additional experiments varied the manner in which possibility judgments were elicited and confirmed the robustness of preschoolers' tendency to judge improbable events impossible. Overall, it is argued that children initially mistake their inability to imagine circumstances that would allow an event to occur for evidence that no such circumstances exist.  相似文献   

Families Created by Egg Donation: Parent–Child Relationship Quality in Infancy     

Susan Imrie  Vasanti Jadva  Simon Fishel  Susan Golombok 《Child development》2019,90(4):1333-1349

Increasing numbers of children are being born through egg donation and thus do not share a genetic relationship with their mother. Parent–infant relationship quality was examined in 85 egg donation families and a comparison group of 65 in vitro fertilization families (infant M = 11 months). Standardized interview and observational measures were used to assess mother–infant and father–infant relationship quality at the representational and behavioral levels. Few differences were found between family types in parents’ representations of the parent–infant relationship. Differences were found between family types in the observational assessment of mother–infant relationship quality, indicating less optimal interactions in egg donation families. Findings suggest that egg donation families function well in infancy overall, but there may be subtle yet meaningful differences in mother–infant interaction quality.  相似文献   

Children's Developing Descriptions and Judgments of Pretending     

David M. Sobel  Susan M. Letourneau 《Child development》2019,90(5):1817-1831

Two studies investigated 4- to 7-year-olds’ knowledge about pretending. In Study 1, children (N = 66) defined pretending and described examples of own and others’ pretending. In Study 2, children (N = 52) defined pretending and then completed a battery of measures that examined their understanding that pretending involved mental states. In Study 1, older children articulated more defining features of pretending than younger children. When describing how they or others pretended, children focused on action or appearance, regardless of whether they had included more defining features in their definitions of pretending. In Study 2, the more defining features children articulated, the better their performance on the battery. We discuss the implications of these data for the role of pretending in children's developing theory of mind.  相似文献   

The Arts and Open‐Mindedness     

Susan Verducci 《Educational theory》2019,69(4):491-505

Open‐mindedness is typically considered an intellectual virtue that brings humans into (closer) contact with reality and its complexities. In this essay, Susan Verducci expands the ways we typically think of cultivating open‐mindedness in classrooms to include the practice of engagement with the visual and performing arts. Working with the arts allows students and teachers to perceive and embody realities they would not normally experience. Specifically, the arts enable the drawing forth and exploration of multiple and subjective interpretations; the arts can therefore be uniquely productive in opening minds by helping one negotiate human perceptual constraints, by providing opportunities to enter standpoints other than one's own, and by encouraging the practice of living with uncertainty and ambiguity.  相似文献   

Validating the Emotion-Focused Interactions Scale for teacher–student interactions     

Cipriano  Christina  Barnes  Tia Navelene  Kolev  Lyubo  Rivers  Susan  Brackett  Marc 《Learning Environments Research》2019,22(1):1-12

Learning Environments Research - Teacher–student interactions contribute to the quality of the classroom environment. Although numerous measures of these interactions exist, few target the...  相似文献   

What traits do academics value in student writing? Insights from a psychometric approach     

Neil Murray  Gerard Sharpling 《Assessment & Evaluation in Higher Education》2019,44(3):489-500

The number of students studying for university qualifications through the medium of English and for whom English is not their first language has increased significantly in recent years. This, along with efforts to widen access to those under-represented in higher education, has brought into focus the question of what academics see as constituting a ‘good’ piece of student writing. In this small-scale pilot study, Thurstone’s method of paired comparisons was used to establish a scale for ranking six essays in terms of how favourably each was viewed by academic lecturers when compared with every other essay in the set. Kelly’s repertory grid technique was subsequently applied to interviews conducted with the same lecturers to establish which traits they associated with the upper and lower end of the scale. Findings suggest that this methodology represents a promising approach to establishing what academic tutors regard as the key elements of good writing and thus provides an indication of what English teachers might fruitfully focus on in their teaching of the skill.  相似文献   

A review of the literature on Attention-Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning     

Bella Saunders  Susan M. Chambers 《Psychology in the schools》1996,33(4):333-340

ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.  相似文献   

Expanding roles or evolving identity? Doctoral school psychologists in school vs. nonschool practice settings     

Rick Jay Short  Susan L. Rosenthal 《Psychology in the schools》1995,32(4):296-305

The purpose of this study was to investigate variables related to the professional identity and career path of school-based vs. non-school-based doctoral-level school psychologists. Two hundred seventy-three psychologists trained as school psychologists completed a questionnaire developed to investigate their training, experience, and perceptions. Respondents differed little by employment setting (school-based vs. non-school-based) in reports of their training or experiences. However, significant differences were found among groups in two areas: ratings of relative importance of characteristics of employment setting, and perceived identity as a school psychologist.  相似文献   

The ancient history of formative evaluation     

Susan M. Markle 《Performance Improvement》1989,28(7):27-29

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