Junior School Children's Responses to Conflict between the Spatial and Numerical Meanings of ‘Up’ and ‘Down‘     

Beatrice Shire  Kevin Durkin 《教育心理学》1989,9(2):141-147

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Comparison of computed tomography and chest radiography in the detection of rib fractures in abused infants     

Wootton-Gorges SL  Stein-Wexler R  Walton JW  Rosas AJ  Coulter KP  Rogers KK 《Child abuse & neglect》2008,32(6):659-663

PURPOSE: Chest radiographs (CXR) are the standard method for evaluating rib fractures in abused infants. Computed tomography (CT) is a sensitive method to detect rib fractures. The purpose of this study was to compare CT and CXR in the evaluation of rib fractures in abused infants. METHODS: This retrospective study included all 12 abused infants identified from 1999 to 2004 who had rib fractures and both CXR and CT (8 abdomen CTs, 4 chest CTs). CT exams had been performed for clinical indications, and were obtained within one day of the CXR. Studies were reviewed by two pediatric radiologists to determine the number, locations, and approximate ages of the rib fractures. A total of 225 ribs were completely (192) or partially (33) seen by CT, and the matched ribs on CXR were used for the analysis. RESULTS: The mean patient age was 2.5 months (1.2-5.6), with seven females and five males. While 131 fractures were visualized by CT, only 79 were seen by CXR (p<.001). One patient had fractures only seen by CT. There were significantly (p<.05) more early subacute (24 vs. 4), subacute (47 vs. 26), and old fractures (4 vs. 0) seen by CT than by CXR. Anterior (42 vs. 11), anterolateral (21 vs. 12), posterolateral (9 vs. 3) and posterior (39 vs. 24) fractures were better seen by CT than by CXR (p<.01). Bilateral fractures were detected more often by CT (11) than by CXR (6). CONCLUSIONS: While this study group is small, these findings suggest that CT is better than CXR in visualizing rib fractures in abused infants.  相似文献   

Erratum to: Putting the unit in pre-service secondary teachers’ unit circle     

Kevin C. Moore  Kevin R. LaForest  Hee Jung Kim 《Educational Studies in Mathematics》2016,92(2):243-243

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To be genuine in artificial circumstances: evaluating the theatre analogy for understanding teachers’ workplace and work     

D. Kevin O’Neill 《课程研究杂志》2019,51(3):279-292

This paper provides teachers and teacher educators with food for thought by developing a broad, contemporary re-evaluation of the often-used analogy between teaching and the theatre. It does so by synthesizing insights from scholarly works in education with insights from writing about theatre, including both historical work and published interviews with practicing stage actors. This approach throws into relief particular ways in which teaching does and does not resemble acting as described by its present-day practitioners. A key parallel is observed between the central challenges faced by teachers and actors: acting requires being truthful in imaginary circumstances, while teaching requires being genuine in artificial circumstances. Using work on bildung, the nature of this challenge is examined, and a call is made to help teachers and students better appreciate the intimate, reciprocal and shared nature of good teaching – a challenge in a culture where corporate interests aggressively promote personalized and “anytime, anywhere” learning. The paper also addresses the phenomenon of massive online courses, which enthusiasts like to believe teach themselves. This idea, I suggest, is as absurd as the notion that a great theatre building could obviate the need for a strong cast. .  相似文献   

A meta-analysis of the effects of various science teaching strategies on achievement     

Kevin C. Wise  James R. Okey 《科学教学研究杂志》1983,20(5):419-435

This study is a meta-analysis of the question “What are the effects on achievement of different teaching techniques?” Twelve categories of teaching techniques were specified. Among these are questioning, wait-time, testing, focusing, manipulative, presentation approach, inquiry or discovery, audio-visual, and teacher direction. A coding form was then developed to allow for the uniform examination and recording of 76 variables from each study. One or more effect sizes were calculated and coded for each study. Over 300 microfilmed dissertations covering the past 30 years were examined. Some 2000 ERIC science abstracts were reviewed and suitable studies obtained. Finally, journal articles were reviewed. A total of 400 effect sizes representing 160 studies were produced. The main effect size overall was 0.34. Thus, for all samples considered the experimental science teaching techniques on the average resulted in one-third of a standard deviation improvement over traditional techniques. Mean effect sizes also were calculated for each technique. More than 20 other variables such as class size, community type, and science subject area were cross-tabulated with effect size.  相似文献   

Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study     

Rong  Hui  Choi  Ikseon  Schmiedt  Chad  Clarke  Kevin 《Educational technology research and development : ETR & D》2020,68(5):2121-2146

Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely...  相似文献   

Strategies for infusing curricula with a multicultural perspective     

David MacPhee  Kevin Ann Oltjenbruns  Janet J. Fritz  Jill C. Kreutzer 《Innovative Higher Education》1994,18(4):289-309

We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.  相似文献   

Family and school correlates of adolescents’ aspirations: Ability-attitude group differences     

Kevin Marjoribanks 《European Journal of Psychology of Education - EJPE》1991,6(3):283-290

The study examined the proposition that relationships between perceptions of family and school environments and measures of educational and occupational aspirations, vary for adolescents with different levels of ability and attitudes to school. Data were collected from 516 Australian students who were 11-years-old during an initial survey and 16-years-old in a follow-up study. The adolescents were classified into four groups, defined conjointly by ability and cognitive attitude to school. Within each group, regression surfaces were constructed from models that included terms to account for possible linear, interaction, and curvilinear relationships. The findings suggest that groups defined by ability and attitude characteristics may act as critical underlying contexts. Within those contexts, students’ perceptions of family and school environments may operate differentially to be associated with their school-related outcomes.  相似文献   

Narrative transportability,leisure reading,and genre preference in children 9–13 years old     

Jakob D. Jensen  Katheryn Christy  Melinda Krakow  Kevin John  Nicole Martins 《The Journal of educational research》2016,109(6):666-674

Leisure reading behavior is a key predictor of educational success. Transportability is a trait that determines how likely an individual is to become involved in a story, and past research has suggested that involvement may be related to leisure reading behavior. However, available measures of transportability have not been validated with children or related to leisure reading. To address this gap, children 9–13 years old (N = 136) completed a revised version of the Transportability Scale. A 13-item version of the scale was found to be unidimensional, reliable, and predictive of 6% of the variance in leisure reading (above and beyond sex, age, reading ability, and student performance). Transportability was also related to genre preference and several interesting sex differences emerged. The Transportability Scale provides researchers with a psychometrically sound measure of narrative involvement to advance research on leisure reading.  相似文献   

Cultural sensitivity: How important is it for effective home visits?     

Sally A. LaPoint  Gloria S. Boutte  Kevin J. Swick  Mac H. Brown 《Early Childhood Education Journal》1993,20(4):11-14

The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C.  相似文献