Healthcare career intervention with youth in a predominantly Latinx rural community: a pilot study of a creative approach     

Garrison  Yunkyoung  Ali  Saba Rasheed  Lin  Ching-Lan Rosaline  Kim  Ji Youn Cindy  Heshmati  Sara 《International Journal for Educational and Vocational Guidance》2021,21(3):589-606

International Journal for Educational and Vocational Guidance - The present study discusses a pilot intervention for youth in a predominantly Latinx rural community in the U.S. The intervention...  相似文献   

Primary Teachers' Beliefs about Family Competence to Influence Classroom Practices     

Cindy C. Moseman 《Early education and development》2003,14(2):125-154

Collaborative, equal partnerships between families and schools have been emphasized in early childhood education. However, researchers and practitioners have most often viewed the partnership from the perspective of what families can learn from the school rather than what school staff can learn from families. This study examined the beliefs of kindergarten, first and second grade teachers regarding families' competence to contribute knowledge to their child's educational process. A mixed method design using nominal group technique, Q methodology and interviews was employed. Thirty-three teachers, from a variety of schools, participated in nominal group discussions as a source of Q statements. Q sorts were conducted with 43 teachers. Results indicated three distinct factors characterizing teachers' attitudes regarding family competence to influence classroom practice. Seven teachers, representing the varied beliefs expressed through the Q sort, were interviewed to clarify the three factors emerging from the Q analysis. The findings suggest the need to consider the beliefs of current, as well as prospective, teachers regarding the frequently neglected "other half" of the partnership, school staff learning from families.  相似文献   

Effects of Maternal Employment on Maternal and Two-Year-Old Child Behavior     

Susan Crockenberg  Cindy Litman 《Child development》1991,62(5):930-953

94 mothers with 2-year-old children were interviewd about their employment, role satisfaction, and social support and were observed in their homes at dinnertime and in a laboratory compliance task. Hierarchical multiple regressions were used to test main effects of employment, hours employed, and their interactions. Maternal employment adversely affected maternal behavior when satisfaction with social support or with the work role was low, but only in the laboratory. Positive main effects of employment on maternal behavior were observed in the home: employed mothers used less power assertion with their children. Mothers who worked longer hours used more guidance and were more responsive to their children in both settings. In both settings, the effect of poor-quality care on child behavior was greater when mothers were employed, and, in the laboratory, boys of employed mothers were more defiant than boys of nonemployed mothers and girls of employed mothers. Boys with more than one current arrangement were more likely than similarly situated girls to be defiant in the laboratory, but they were also less likely than girls to be cared for by fathers.  相似文献   

Erratum to: Dragons,Ladybugs, and Softballs: Girls’ STEM Engagement with Human-Centered Robotics     

Gomoll  Andrea  Hmelo-Silver  Cindy E.  Šabanović  Selma  Francisco  Matthew 《Journal of Science Education and Technology》2016,25(6):915-915

Journal of Science Education and Technology -  相似文献   

Temporal patterns of schedule-induced drinking and pawgrooming in rats exposed to periodic food     

Cindy P. Lawler  Perrin S. Cohen 《Learning & behavior》1992,20(3):266-280

Five rats were exposed to fixed-time food schedules, ranging from 30 to 480 sec. Three rats displayed a postfood pattern of schedule-induced drinking, with short latencies from food delivery to drinking at all interfood interval durations. In contrast, drinking for the other 2 subjects tended to occur at lower overall levels, and drinking bouts frequently began in the middle of the interfood interval, such that the latency from food delivery to drinking increased dramatically as the interfood interval increased. Observation of these 2 subjects revealed that another form of licking-pawgrooming-occurred reliably after food delivery and before drinking bouts. A between subject comparison of the 3 postfood drinkers and the 2 pawgroomers revealed that, in addition to a common topography (repetitive licking), pawgrooming and drinking were similar with respect to their temporal locus, relation to the interfood interval, and extinction baseline levels. These similarities suggest that drinking and pawgrooming are induced by a common mechanism. Cohen, Looney, Campagnoni, and Lawler’s (1985) two-state model of reinforcer-induced motivation provides a useful framework for the interpretation of these results.  相似文献   

Correction to: How social challenges affect children’s regulation and assignment quality in hypermedia: a process mining study     

Paans  Cindy  Onan  Erdem  Molenaar  Inge  Verhoeven  Ludo  Segers  Eliane 《Metacognition and Learning》2020,15(1):89-90

Metacognition and Learning - The original version of this article unfortunately contained a mistake.  相似文献   

Cracking the Resource Nut With Distributed Problem-Based Learning in Secondary Teacher Education     

Constance A. Steinkuehler  Sharon J. Derry  Cindy E. Hmelo-Silver  Matt Delmarcelle 《Distance Education》2002,23(1):23-39

  相似文献   

Coordinating scaffolds for collaborative inquiry in a game-based learning environment     

Asmalina Saleh  Chen Yuxin  Cindy E. Hmelo-Silver  Krista D. Glazewski  Bradford W. Mott  James C. Lester 《科学教学研究杂志》2020,57(9):1490-1518

Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem-based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of scaffolds that address multiple functions (e.g., to support inquiry and argumentation). Second, scaffolds take different forms, further complicating how to coordinate the forms and functions of scaffolds to support effective collaborative inquiry. To address these issues, we identify two functions that needed to be scaffolded, the PBL inquiry cycle and accountable talk. We then designed predefined hard scaffolds and just-in-time soft scaffolds that target the regulation of collaborative inquiry processes and accountable talk. Drawing on a mixed method approach, we examine how middle school students from a rural school engaged with Crystal Island: EcoJourneys for two weeks (N=45). Findings indicate that hard scaffolds targeting the PBL inquiry process and soft scaffolds that targeted accountable talk fostered engagement in these processes. Although the one-to-one mapping between form and function generated positive results, additional soft scaffolds were also needed for effective engagement in collaborative inquiry and that these soft scaffolds were often contingent on hard scaffolds. Our findings have implications for how we might design the form of scaffolds across multiple functions in game-based learning environments.  相似文献   

Principles and Practice of Sport Management,Lisa Masteralexis,Carol Barr,Mary Hums,Third Edition,Jones and Bartlett Publishers, 40 Tall Pine Drive,Sudbury, MA 01776 (2009), 534 pp., ISBN-13: 978-0-7637-4958-3, BSBN-10: 0-7637-4958-3     

Cindy Wiersma 《Sport Management Review》2010,13(2):179-180

  相似文献   

Ann Lieberman and Lynne Miller, Eds.: Teachers in professional communities: Improving teaching and learning     

Cindy Ballenger 《Journal of Educational Change》2009,10(1):73-77

  相似文献