Identification of Early Risk Factors for Developmental Delay     

Christine E. F. Delgado  Sara J. Vagi  Keith G. Scott 《Exceptionality》2013,21(2):119-136

Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the greatest individual-level risk for DD, whereas prematurity (gestational age less than 37 weeks) and low maternal education posed the greatest population-level risk. For comparative purposes, individual-level risk for speech disability and other developmental disabilities was also determined. The individual-level risk associated with nearly all factors was significantly greater for DD than for speech disability or other developmental disabilities. The present study suggests that information available from birth certificate records can be used to target screening and early intervention services for children at high risk with the goal of reducing the incidence of DD and subsequent associated disabilities.  相似文献   

The Impact of Library Media Specialists on Students and How It Is Valued by Administrators and Teachers: Findings from the Latest Studies in Colorado and Idaho   总被引：1，自引：0，他引：1  

Briana Hovendick Francis  Keith Curry Lance 《TechTrends》2011,55(4):63-70

School library media specialists wear many hats within their school libraries, classrooms, and districts. Whether these roles are formally acknowledged or not, library media specialists (LMSs) are functioning as co-teachers, curriculum designers, website managers, technology troubleshooters, administrators, and in-service staff development providers. In an era of decreased funding and increased budget-trimming, however, positions for qualified LMS librarians are especially vulnerable. This article presents the result of a multistate survey of administrators and teachers perceptions with regards to their impact on the school’s learning process.  相似文献   

Aims and objectives of staff     

Keith A. Percy 《Higher Education》1973,2(2):252-253

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The influence of warning messages on the public's perception of substance use: A theoretical framework     

Dave Gelders  René Patesson  Sofie Vandoninck  Pascale Steinberg  Sara Van Malderen  Pablo Nicaise  Brice De Ruyver  Isidore Pelc  Mohan Jyoti Dutta  Keith Roe  Freya Vander Laenen 《Government Information Quarterly》2009

We bring different theories together to develop a theoretical framework that helps to understand how early warning messages about (new) dangerous drugs can influence the public's perception of substance use. We bring together the agenda setting theory, framing theory, dual processing theory, social learning theory, health belief model, theory of planned behavior, and cultivation theory in order to explain how warning messages diffused through the mass media can have an impact on the receivers' perceptions. Based on these insights we construct the Integrated Media Effect Framework (IMFE) that takes into account the role of cultural and structural contexts in the realm of early warning systems (EWS). Ultimately, this framework provides valuable guidelines for conceptualizing EWS and for developing applications by governments.  相似文献   

Flexible pedagogy,flexible practice: notes from the trenches of distance education     

Keith McNaught 《高等教育研究与发展》2013,32(5):867-869

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The Impact of Relational Characteristics and Reasons for Topic Avoidance on Relational Closeness   总被引：1，自引：1，他引：0  

Megan R. Dillow  Katie Neary Dunleavy  Keith D. Weber 《Communication quarterly》2013,61(2):205-223

Although research suggests that the act of topic avoidance itself has consequences for romantic partners, it seems equally likely that the antecedent conditions underlying these decisions to avoid certain topics also lead to important relational outcomes. Framed by communication boundary management theory, relationship characteristics, motivation for topic avoidance, and implications for relational closeness were examined. Findings indicate that relational commitment characteristics and individuals' reported rationale for topic avoidance are related to perceptions of relational closeness. These results illustrate the importance of understanding the underlying factors that motivate the decision to engage in topic avoidance and their impact on romantic relationships.  相似文献   

Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry     

Berry Billingsley  Keith Taber  Fran Riga  Helen Newdick 《Research in Science Education》2013,43(4):1715-1732

A number of previous studies have shown that there is a widespread view among young people that science and religion are opposed. In this paper, we suggest that it requires a significant level of what can be termed “epistemic insight” to access the idea that some people see science and religion as compatible while others do not. To explore this further, we draw on previous work to devise a methodology to discover students’ thinking about apparent contradictions between scientific and religious explanations of the origins of the universe. In our discussion of the findings, we highlight that students’ epistemic insight in this context does seem in many cases to be limited and we outline some of the issues emerging from the study that seem to boost or limit students’ progress in this area.  相似文献   

A Theoretical and Empirical Exploration of Intrinsic Problems in Designing Inquiry Activities     

Daniel Z. Meyer  Allison Antink Meyer  Keith A. Nabb  Margaretann G. Connell  Leanne M. Avery 《Research in Science Education》2013,43(1):57-76

A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work.  相似文献   

The views of children and parents towards higher level teaching assistants who teach whole classes     

Keith Edward Williams  Marie O'Connor 《Education 3-13》2013,41(2):129-143

By September 2009 there were approximately 30,000 higher level teaching assistants (HLTAs) in English schools. All of these HLTAs are expected to be able to deliver pre-set lessons in place of a teacher. Often, they are determining the pedagogical approach and range of activities used to deliver the lesson's objectives. Consequently, there is a need to question the extent to which they can improve the quality of learning when meeting HLTA standard 31 (advancing learning when working with whole classes without the presence of an assigned teacher).This paper therefore considers the following question: Does the use of HLTAs with whole classes have a positive impact on children's learning? The voices of children and parents have so far been neglected in this field. Their voices deepen our understanding of notions of teacher professionalism and school effectiveness. How do parents and children view hierarchical staffing structures and the subsequent impact on learning disposition and behaviour? Is it possible for HLTAs to acquire the pedagogical skills and subject knowledge needed to ensure continuity in learning when taking responsibility for a class? These are the issues this paper will address.  相似文献   

Editorial     

Anne Gardner  Keith Willey 《European Journal of Engineering Education》2013,38(6):579-581

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