A framework for pollination systems thinking and conservation     

Doug Golick  Jenny Dauer  Louise Lynch  Erin Ingram 《Environmental Education Research》2018,24(8):1143-1158

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Dimensions of coping and anxiety symptoms in a community sample of young children     

Katie Quy  Jennifer Gibb  Louise Neil  Charlie Owen  Marjorie Smith 《Emotional and Behavioural Difficulties》2018,23(3):230-244

Coping style plays an important role in children’s wellbeing. This paper describes the patterns of associations between children’s self-reported coping styles and symptoms of anxiety in order to determine whether particular dimensions are associated with better adjustment. Participants were 2566 children (1268 girls, 1298 boys) aged 7–11 years attending 15 schools in the South East of England. Results showed that aspects of coping were differentially associated with children’s self-reported anxiety. Patterns of association also varied by age and gender. Dimensions of coping were shown to form distinct adaptive and maladaptive coping styles which were also differentially associated with anxiety. Analysis of these styles indicated that it is the absence of maladaptive coping strategies, rather than the presence of adaptive strategies, that is significant in emotional wellbeing. These findings suggest that interventions designed to reduce or extinguish maladaptive coping styles may be of particular benefit in facilitating emotional wellbeing.  相似文献   

An Investigative,Cooperative Learning Approach to the General Microbiology Laboratory     

Kyle Seifert  Amy Fenster  Judith A. Dilts  Louise Temple 《CBE life sciences education》2009,8(2):147-153

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.  相似文献   

Validity of the New Lifestyles NL-1000 Accelerometer for Measuring Time Spent in Moderate-to-Vigorous Physical Activity in School Settings     

David McMinn  David A. Rowe  Michelle Stark  Louise Nicol 《Measurement in physical education and exercise science》2013,17(2):67-78

Current interest in promoting physical activity in the school environment necessitates an inexpensive, accurate method of measuring physical activity in such settings. Additionally, it is recognized that physical activity must be of at least moderate intensity in order to yield substantial health benefits. The purpose of the study, therefore, was to determine the validity of the New Lifestyles NL-1000 (New Lifestyles, Inc., Lee's Summit, Missouri, USA) accelerometer for measuring moderate-to-vigorous physical activity in school settings, using the Actigraph GT1M (ActiGraph, Pensacola, Florida, USA) as the criterion. Data were collected during a cross-country run (n = 12), physical education (n = 18), and classroom-based physical activities (n = 42). Significant and meaningful intraclass correlations between methods were found, and NL-1000 estimates of moderate-to-vigorous physical activity were not meaningfully different from GT1M-estimated moderate-to-vigorous physical activity. The NL-1000 therefore shows promising validity evidence as an inexpensive, convenient method of measuring moderate-to-vigorous physical activity in school settings.  相似文献   

浅析心理学在中国文明进程中的作用     

路易斯·希金斯 《顺德职业技术学院学报》2004,2(1):74-76

分析中国心理学的历史、发展和现状,指出中国文明和心理学在人类历史上辉煌的过去,描述现代心理学在中国的发展和现存的不足,将中西方的心理学进行对比分析。  相似文献   

Introducing the early childhood teacher to IEP     

Louise Pavia 《Early Childhood Education Journal》1992,19(3):38-40

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Literacy skills of adults with intellectual disabilities in two community‐based day programs     

Louise Young  Karen B. Moni  Anne Jobling  Christinavan E. Kraayenoord 《International Journal of Disability, Development & Education》2004,51(1):83-97

There is limited information available related to the literacy skills of adults with intellectual disabilities. In this project, information was collected about the contexts, current practices, and clients' abilities in literacy in two community‐based disability service programs. Individual assessments were undertaken to collect details of the current literacy levels of adults with intellectual disabilities in day program settings. These assessments focused on receptive language, reading at the letter, word and sentence level, writing vocabulary and connected text, and literacy preferences. Audits were also conducted related to the provision of opportunities for clients accessing these services to engage with literacy including environmental print. Structured day program activities were observed to gather information about current literacy teaching and learning. Implications of the research findings and suggestions for provision of literacy education in these settings are discussed.  相似文献   

‘They never go off the rails like other ethnic groups’: teachers’ constructions of British Chinese pupils’ gender identities and approaches to learning     

Louise Archer  Becky Francis 《British Journal of Sociology of Education》2005,26(2):165-182

This paper examines the ways in which British Chinese pupils are positioned and represented within the popular/dominant discourse of teachers working in London schools. Drawing on individual interviews from a study conducted with 30 teachers, 80 British Chinese pupils and 30Chinese parents, we explore some of the racialised, gendered and classed assumptions upon which dominant discourses around British Chinese boys and girls are based. Consideration is given, for example, to teachers’ dichotomous constructions of British Chinese masculinity, in which British Chinese boys were regarded as ‘naturally’ ‘good’ and ‘not laddish’, compared with a minority of ‘bad’ British Chinese boys, whose laddishness was attributed to membership of a multiethnic peer group. We also explore teachers’ constructions of British Chinese femininity, which centred around remarkably homogenised representations of British Chinese girls as ‘passive’ and quiet, ‘repressed’, hard‐working pupils. The paper discusses a range of alternative readings that challenge popular monolithic and homogenising accounts of British Chinese masculinity and femininity in order to open up more critical ways of representing and engaging with British Chinese educational ‘achievement’.  相似文献   

Students’ strategies for learning identities as industrial workers in a Swedish upper secondary school VET programme     

Lisa Ferm  Daniel Persson Thunqvist  Louise Svensson 《Journal of Vocational Education & Training》2018,70(1):66-84

The aim of this article is to investigate the learning strategies vocational students use to become part of a work community, and how these strategies are related to the formation of a vocational identity at the workplace. Conducting qualitative interviews, data were collected from 44 industrial programme students from six upper secondary schools. The findings revealed five recurrent strategies used by the students for learning vocational identities as industrial workers. The students took individual responsibility for their own learning, asked questions to gain deeper vocational knowledge, searched for role models in the work community, positioned themselves as a resource to the work community, understood and used humour and jokes in order to become a member of the community. The conclusion is that the students actively develop learning strategies to adapt their behaviour to the norms and ideals of the industrial work community. In the process of develop the vocational identities as industrial workers, the students’ vocational habitus is transformed to better fit the industrial work community. The integration of the notions of agency and habitus demonstrates the dynamic nature of students’ participation in work communities; simultaneously, the students reproduce social structures that promote vocational identities.  相似文献   

Teaching of Mandarin in an English Comprehensive School: A case study     

Louise T. Higgins  Kerry Sheldon 《Educational studies》2001,27(2):109-127

A group of English children in a rural comprehensive are learning Mandarin, taught by a Chinese teacher. This article describes the background to this development and follows three cohorts of students, giving the pupils' views about learning Chinese and why they chose it. As a psychologist who has interests in education and who is also a part-time student of Chinese, the author welcomed the chance to share the pupils' experience. In the final cohort, sensation-seeking tendencies and intellectual achievement responsibility were investigated as personality traits which may influence a child's choice of foreign language study.  相似文献