Reading our way forward: education for environmental and social justice     

Rebecca Lynn Young PhD 《Environmental Education Research》2016,22(3):444-445

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Diarrhea Management Training in Early Childhood Settings     

Scott D. Winnail  Lynn M. Artz  Brian F. Geiger  Cynthia J. Petri  Rebecca Bailey  J. W. Mason 《Early Childhood Education Journal》2001,28(4):231-236

This study addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. A baseline survey showed the prevalence of oral rehydration solution (ORS) usage at last diarrhea bout to be low. An educational workshop was developed to train parents and child care professionals on how to properly manage young children with diarrhea and reduce the risk of diarrhea spread at home and in early childhood settings. Specific intervention activities are discussed and program activities, including specially designed materials for mixing homemade ORS are described. A comparison of pre- and postintervention data indicates substantial gains in knowledge among both urban and rural populations. Implications of research findings are discussed along with suggestions for future research.  相似文献   

Home away from home: factors associated with current functioning in children living in a residential treatment setting     

Brady KL  Caraway SJ 《Child abuse & neglect》2002,26(11):1149-1163

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Validation of the early childhood attitude toward women in science scale (ECWiSS): A pilot administration     

Lynn M. Mulkey 《科学教学研究杂志》1989,26(8):737-753

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Book reviews     

Alec M. Ross  Orlando Albornoz  Geoffrey Squires  Burton R. Clark  Lynn Davies  Mark Bray 《Higher Education》1990,20(3):339-354

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The occurrence of analogies in elementary school science books     

Newton  Lynn D. 《Instructional Science》2003,31(6):353-375

An analogy is a model drawn from one contextand used to support understanding in anothercontext. This study investigates the extent towhich analogies in instructional science booksare provided by authors. The books surveyed areavailable from commercial suppliers andintended for use in the elementary schoolclassroom with 7 to 11 year old children.Eighty texts were analysed for the presence orabsence of analogies. Forty-five of the booksoffered no analogies at all. In the remainingthirty-five books, 92 analogies were found.These were classified in line with earlier workon analogies for older students by Curtis andReigeluth (1984) and the findings arediscussed. The extent to which teachers candraw upon the analogies in such texts tosupport children's understanding isconsidered.  相似文献   

Developing a Research Agenda in Science Education     

Patricia?E.?SimmonsEmail author  Herb?Brunkhorst  Vincent?Lunetta  John?Penick  Jodi?Peterson  Barbara?Pietrucha 《Journal of Science Education and Technology》2005,14(2):239-252

The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to answer the concerns about the paucity of research expressed at the Summit. We describe a unique and growing collaboration across professional science education and science organizations and societies that focuses on the development of a research agenda. The term ‘consilience’ refers to the “jumping together of knowledge” that leads to scientific advancements, progressive, creative, fluid scientific research and intellectual capacity to move a research community toward an enlightened research agenda. A coherent research agenda enables us to specify what we know, what we need to know, and how research can be employed for creating and implementing policy. The use of a dynamic organizer (such as Pasteur’s Quadrant) for a research matrix of topics provides a possible structure for organizing and cataloging research questions, designs, findings from past studies, needed areas for research, and policy implications. Through this unique collaboration, the science education community can better focus on needs and priorities and ensure that teachers, policy makers, scientists, and researchers in education at local through national levels have an important stake in research priorities and actions.  相似文献   

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior     

Snyder J  Brooker M  Patrick MR  Snyder A  Schrepferman L  Stoolmiller M 《Child development》2003,74(6):1881-1898

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

V. Empirical Data Related to Developmental Pathways     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):76-95

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Developing an empirically based typology of attitudes of entering students toward participation in learning communities     

Peter R. Jones  Jodi Levine Laufgraben  Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265

Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities.  相似文献