Early social communication development in infants with autism spectrum disorder     

Jessica Bradshaw  Courtney McCracken  Moira Pileggi  Natalie Brane  Abigail Delehanty  Taylor Day  Alexis Federico  Cheryl Klaiman  Celine Saulnier  Ami Klin  Amy Wetherby 《Child development》2021,92(6):2224-2234

Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention.  相似文献   

Immersive VR for Organic Chemistry: Impacts on Performance and Grades for First-Generation and Continuing-Generation University Students     

Miller  Michelle D.  Castillo  Giovanni  Medoff  Norman  Hardy  Alexis 《Innovative Higher Education》2021,46(5):565-589

Innovative Higher Education - Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher...  相似文献   

Impact of COVID-19 on Early Childhood Educator’s Perspectives and Practices in Nutrition and Physical Activity: A Qualitative Study     

Lafave  Lynne  Webster  Alexis D.  McConnell  Ceilidh 《Early Childhood Education Journal》2021,49(5):935-945

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Developing Preservice Teachers’ Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction     

Rutt  Alexis  Mumba  Frackson 《Science & Education》2019,28(9-10):1153-1179

Science & Education - Despite its positive impact on students’ understanding of the nature of science and science content knowledge, few secondary science teachers incorporate the history...  相似文献   

Toward inclusive mathematics education: a metatheoretical reflection about countering ableism in mathematics standards and curriculum     

Alexis Padilla 《International journal of qualitative studies in education》2019,32(3):299-322

This article documents efforts to advance inclusive mathematics education practices involving the introduction of equity-oriented resources in state-level mathematics standards guidance documents in a Midwestern United States jurisdiction. We adopt a critical stance by looking at ways to interrogate available metatheories for these kinds of change-making processes. The guiding resources documented in the present article center on issues of difference. These issues are related to dis/ability in mathematics education standards and curriculum to not only raise teachers' awareness of constructions of difference in order to foster inclusive education, but also to promote critical self-reflections around ableism. Guiding resources are a means to support recognition of dis/ability difference as a source of multiple mathematical knowledge bases from which to learn and advance mathematics thinking. Yet, we also recognize the need to be vigilant about the complex interpretative contours and the relational dynamics at work throughout their various layers of implementation, assessment, and anti-ableist realignment. Accordingly, we reflect metatheoretically about three questions: How might concepts of access, achievement, identity, and power support teachers of mathematics in advancing inclusive practices? How do word choices in mathematics standards, curriculum, and practices dis/able students in classroom practices? What may we learn from the mathematics education experiences of individuals with dis/abilities and their families in the broad configuration of change-making dynamics of educational policies and teaching practices?  相似文献   

The Library Catalogue as Social Space: Promoting Patron Driven Collections,Online Communities,and Enhanced Reference and Readers' Services,Laurel Tarulli,Libraries Unlimited,Santa Barbara,California (2012), 150 pp. $ 40, ISBN: 9781598846294     

Alexis Linoski 《The Journal of Academic Librarianship》2012,38(6):411-412

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The role of socioscientific issues in biology teaching: from the perspective of teachers     

Sofie Tidemand  Jan Alexis Nielsen 《International Journal of Science Education》2013,35(1):44-61

ABSTRACT

Previous research has documented that students who engage with socioscientific issues can acquire some of the complex competences and skills typically related to scientific literacy. But an emerging field of research on science teachers’ understanding and use of socioscientific issues, has documented that a range of challenges hinders the uptake of socioscientific issues. In this study, we investigated the interpretation and implementation of socioscientific issues among Danish biology teachers. We conducted five in-depth group interviews and validated the emergent themes from the teachers’ talk-in-interaction by distributing a questionnaire. Our findings suggest that the participating teachers generally harbour a content-centred interpretation of socioscientific issues which manifests itself in at least three separate ways. First, the teachers generally use socioscientific issues as a vehicle to teach factual biological content. Second, the teachers emphasised mastery of factual content in their assessment. Third, the teachers tended to reduce socioscientific issues to specific biological contents in a way may preclude students from engaging with the real socioscientific issue. Our findings are particularly significant for science educators, policy-makers and curriculum designers, as we argue that key aspects of this content-centred interpretation may be a coping strategy used to navigate a divided curriculum.  相似文献   

Brokering educational opportunity for homeless students and their families     

Peter M. Miller  Alexandra Pavlakis  Lea Samartino  Alexis Bourgeois 《International journal of qualitative studies in education》2013,26(6):730-749

This qualitative study in a Midwestern US city examines how school and community-based organizations support homeless students’ connections to education-related resources and relationships. Drawing from organizational brokerage theory, which delineates how individuals’ chances to thrive are shaped by the organizations in which they participate, the study finds that brokerage practice unfolds and is affected by variables at three specific levels. First, social workers, teachers, and principals at the individual school level arranged for registration, enrollment, and other immediate connections for students. Second, school district-level actors played key roles in orchestrating homeless students’ transportation and educators’ professional development across the city. Third, a range of neighborhood factors – including immigration and housing trends – affected the ways and extents to which organizations identified and supported homeless students. The study concludes by presenting several implications for research and practice.  相似文献   

Building-stones—elements of strength in their constitution and structure     

Alexis A. Julien 《Journal of The Franklin Institute》1899,147(5):378-397

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An analysis of “signaled double-alternation patterning” in the rat     

W. B. Pavlik  Alexis C. Collier 《Learning & behavior》1975,3(1):73-75

Rats given training with double alternation of rewards and nonrewards in which the first reward or nonreward of each pair occurred in a black runway and the second in a white runway developed fast running on rewarded trials in both runways and slow running on nonrewarded trials in both runways—signaled double alternation patterning. A subsequent shift in the reinforcement schedule produced a period of reversed patterning—slow on rewarded trials and fast on nonrewarded trials. The results are consistent with a compound stimulus discrimination interpretation of signaled double-alternation patterning rather than with a selective memory-retrieval explanation.  相似文献