Oral health beliefs and behavior among young adults in Appalachian Kentucky     

Matthew W. Savage  Allison M. Scott  Joanna A. Aalboe  Sharlee Burch  Pamela Sparks Stein VanArsdall  Raynor Mullins 《Journal of Applied Communication Research》2018,46(1):113-134

We used communication infrastructure theory to investigate oral health beliefs and behavior among young adults in Appalachian Kentucky. We conducted 7 focus groups with 67 participants who reported poor oral health behavior, but this was not necessarily the result of poor oral health knowledge. Participants identified several sociocultural factors affecting their oral health, including lack of oral health prioritization among older generations, and risky health behaviors that competed with good oral health. These sociocultural factors create a context in which standard oral health recommendations are commonly seen as excessive. Participants described various responses to the poor oral health in the region, including fatalism and a distrust of dentists, and that oral healthcare professionals may be using potentially problematic communication tactics. Practical implications for designing effective oral health promotion campaigns in the region and theoretical implications for developing social-contextual frameworks of oral health promotion are discussed.  相似文献   

History educators and the challenge of immersive pasts: a critical review of virtual reality ‘tools’ and history pedagogy     

John Allison 《Learning, Media and Technology》2008,33(4):343-352

This paper will undertake a critical review of the impact of virtual reality tools on the teaching of history. Virtual reality is useful in several different ways. History educators, elementary and secondary school teachers and professors, can all profit from the digital environment. Challenges arise quickly however. Virtual reality technologies show great pedagogical promise in the presentation of research. It is also asserted that these technologies provide real‐world immersion in the ‘historical past’ in a way that was previously not possible. Can these systems truly take the place of classrooms, elementary and secondary, and the research projects of graduate studies? Ultimately, technological optimists argue that these technologies create an ‘alternate reality’. Can history educators agree to such an ‘alternate reality’? The principle conclusions drawn in this paper include a need for further development of virtual simulations, both in terms of their realism and the immediacy of the classroom experience. Further practical experimentation by history educators in the research environment is also key.  相似文献   

“The Problem Will Pass:” Attitudes of Latinx Adults Toward Mental Illness and Help Seeking     

Crowe  Allison  Averett  Paige  Harris  Janee &#; R. Avent  Crumb  Loni  Dietz  Syntia Santos 《International journal for the advancement of counseling》2022,44(3):453-468

International Journal for the Advancement of Counselling - Globally, mental illness is still stigmatized by many. The following qualitative study explored beliefs about mental illness and help...  相似文献   

Supporting Teachers to Customize Curriculum for Self-Directed Learning     

Gerard  Libby  Bradford  Allison  Linn  Marcia C. 《Journal of Science Education and Technology》2022,31(5):660-679

Journal of Science Education and Technology - Guiding teachers to customize curriculum has shown to improve science instruction when guided effectively. We explore how teachers use student data to...  相似文献   

The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate     

Allison Hope Friedman-Krauss  C. Cybele Raver  Pamela A. Morris  Stephanie M. Jones 《Early education and development》2014,25(4):530-552

Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress.  相似文献   

Learning to redesign teacher education: a conceptual framework to support program change     

Dorothea Anagnostopoulos  Thomas Levine  Rene Roselle  Allison Lombardi 《Teaching Education》2018,29(1):61-80

University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their university and K-12 colleagues. Drawing on Engeström’s expansive learning theory and our own efforts to redesign our teacher education program along a practice-based teacher education model, we delineate a conceptual framework and illustrate how it supports the organizational learning necessary to enact change in university-based teacher education. The expansive learning redesign framework specifies conceptual tools and social practices to guide, enact, and sustain university-based teacher education redesign. It acknowledges the multi-organizational nature of university-based teacher education and provides tools for engaging K-12 educators in the redesign of teacher education.  相似文献   

Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative     

Allison Gruner Gandhi  Rachel Slama  So Jung Park  Patrick Russo  Kendra Winner  Robin Bzura 《Journal of research on educational effectiveness》2018,11(2):240-266

We used a comparative interrupted time series design to examine the impact of the Massachusetts' Wraparound Zone Initiative on student achievement, attendance, retention, and suspension. This initiative was designed to create coordinated district systems that allow schools to proactively and systematically address students' nonacademic needs. The state education agency awarded grants to seven high-need districts, each of which used the funds to support a select group of schools in implementing strategies that focused on school climate and culture, family engagement, systems to identify and address student needs, and community partnerships. Results from this study showed that students in Wraparound Zone schools performed better on state academic assessments than students in comparison schools, when considering prior achievement trends. Effects were statistically significant in the 3rd year of implementation. The impact on academic achievement was greatest for third- and fourth-grade students, and was particularly strong for English learners. There was no statistically significant overall impact on attendance, retention, or suspension.  相似文献   

Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom     

Allison  Elizabeth  Goldston  M. Jenice 《Journal of Science Education and Technology》2018,27(3):270-283

Journal of Science Education and Technology - This study investigates the convergence of multiliteracies and scientific practices in a fifth grade classroom. As students’ lives become...  相似文献   

Understanding the people in the organization who aren't us     

Allison Rossett 《Performance Improvement》1999,38(1):16-19

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First things fast     

Allison Rossett  Stephen E. Smith 《Performance Improvement》2001,40(4):44-47

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