排序方式： 共有108条查询结果，搜索用时 31 毫秒
71.
Vicki L. Baker Jane Greer Laura G. Lunsford Meghan J. Pifer Dijana Ihas 《Innovative Higher Education》2017,42(2):127-143
We conducted a content-analysis of the websites of 100 institutional members of the Council of Undergraduate Research in order to examine the relationship between messages communicated on websites as compared to messages expressed within institutional procedures and policies. Findings show that public research institutions were more likely than baccalaureate institutions to have an Office of Undergraduate Research. Further incentives and supports provided by such offices are predominantly directed to students. Lastly, our analysis of promotion and tenure policies reveals that only 14 institutions out of the 100 in our sample explicitly mentioned mentoring undergraduate researchers in the evaluation criteria for faculty members. We offer implications for research and practice. 相似文献
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Meghan Stacey 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):782-793
This paper seeks to understand the construction of teachers within one New South Wales education policy, querying this construction in relation to both local and international processes and factors. As such, it also looks to contribute to a growing body of international literature which grapples with the role and nature of neoliberal policy development in education more broadly. To accomplish this, the paper analyses Great Teaching, Inspired Learning (GTIL), a policy with wide-ranging and potentially significant ramifications for teachers. Ultimately it is argued that although aspects of neoliberal thinking are evident in the policy, particularities of context have mediated this push. It is suggested that this has led to a particular neoliberalisation of policy that variously targets and supports individual teachers and the systems and structures surrounding them, while the place of GT IL within both local state politics and the global imaginary is questioned. 相似文献
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Naturalistic Language Recordings Reveal “Hypervocal” Infants at High Familial Risk for Autism 
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下载免费PDF全文 Meghan R. Swanson Mark D. Shen Jason J. Wolff Brian Boyd Mark Clements James Rehg Jed T. Elison Sarah Paterson Julia Parish‐Morris J. Chad Chappell Heather C. Hazlett Robert W. Emerson Kelly Botteron Juhi Pandey Robert T. Schultz Stephen R. Dager Lonnie Zwaigenbaum Annette M. Estes Joseph Piven the IBIS Network 《Child development》2018,89(2):e60-e73
Children's early language environments are related to later development. Little is known about this association in siblings of children with autism spectrum disorder (ASD), who often experience language delays or have ASD. Fifty‐nine 9‐month‐old infants at high or low familial risk for ASD contributed full‐day in‐home language recordings. High‐risk infants produced more vocalizations than low‐risk peers; conversational turns and adult words did not differ by group. Vocalization differences were driven by a subgroup of “hypervocal” infants. Despite more vocalizations overall, these infants engaged in less social babbling during a standardized clinic assessment, and they experienced fewer conversational turns relative to their rate of vocalizations. Two ways in which these individual and environmental differences may relate to subsequent development are discussed. 相似文献
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Shaughnessy Meghan DeFino Rosalie Pfaff Erin Blunk Merrie 《Journal of Mathematics Teacher Education》2021,24(4):335-359
Journal of Mathematics Teacher Education - Interactions around unexpected, incorrect, or dis-preferred responses can be powerful sites of learning for both teachers and students. The information... 相似文献
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Self-determination theory suggests that when psychological needs for autonomy, competence, and relatedness are met, participants experience more self-determined types of motivation and more positive outcomes. Limited research has examined this mediational role of self-determined motivation in adult physical activity participants, and very few studies have included assessments of relatedness. This study tested the hypothesis that self-determined motivation would mediate the relationship between psychological need fulfillment and affective and behavioral outcomes. Adult dragon boaters (N = 558) between the ages of 19 and 83 completed a questionnaire on motivational aspects of dragon boating. Competence, relatedness, and autonomy all significantly predicted self-determined motivation, but self-determined motivation only partially mediated their relationship with positive and negative affect. These findings demonstrate the importance of all three needs in adult activity motivation and suggest that the relationships between needs, self-determination, and outcomes may be complex. 相似文献
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Meghan R. Silva Melissa A. Collier-Meek Robin S. Codding Emily R. DeFouw 《Psychology in the schools》2020,57(1):62-77
Recommendations from multiple professional organizations (e.g., American Psychological Association, Council for Exceptional Children, National Association of School Psychologists) suggest that collection of data on the social validity in practice and research is necessary. The purpose of this study was to systematically review the inclusion of acceptability measurement, which has been one of the most common way to measure social validity, within the intervention literature published across five school psychology journals between 2005 and 2017. Findings suggested just over one third of intervention studies included acceptability assessment. Intervention studies that were delivered individually, targeted behavior skills, and included treatment integrity data were significantly more likely to include acceptability assessment. When acceptability was measured it was typically evaluated one-time following treatment completion using self-report tools completed by teachers. Nearly half of studies employed one of seven published tools and the remaining half used researcher-created measures. The published tools were adapted in a variety of ways and inconsistently reported either item or total scores making it difficult to summarize these data according to intervention target or delivery format. Implications of findings are described. 相似文献
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Meghan A. Brown Emma J. Stevenson Glyn Howatson 《European Journal of Sport Science》2019,19(1):95-102
AbstractTart Montmorency cherry concentrate (MC) has been reported to attenuate the symptoms of exercise-induced muscle damage (EIMD) and to accelerate exercise recovery, which has been attributed to its high anti-inflammatory and antioxidant properties. Although these data are promising, there are no data regarding exclusively female populations. Therefore, the aim of this investigation was to examine the efficacy of MC on recovery following EIMD in females. In a randomised, double-blind, placebo-controlled study, twenty physically active females (mean?±?SD age 19?±?1?y; stature 167?±?6?cm; body mass 61.4?±?5.7?kg) consumed MC or a placebo (PL) for eight days (30?mL twice per day). Following four days of supplementation, participants completed a repeated-sprint protocol and measures of muscle soreness (DOMS), pain pressure threshold (PPT), limb girth, flexibility, muscle function, and systemic indices of muscle damage and inflammation were collected pre, immediately post (0?h) and 24, 48 and 72?h post-exercise. Time effects were observed for all dependent variables (p?<?0.05) except limb girth and high sensitivity C-reactive protein. Recovery of countermovement jump height was improved in the MC group compared to PL (p?=?0.016). There was also a trend for lower DOMS (p?=?0.070) and for higher PPT at the rectus femoris (p?=?0.071) in the MC group. The data demonstrate that MC supplementation may be a practical nutritional intervention to help attenuate the symptoms of muscle damage and improve recovery on subsequent days in females. 相似文献
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Anna E. Austin Nisha C. Gottfredson Carolyn T. Halpern Adam J. Zolotor Stephen W. Marshall Jared W. Parrish Meghan E. Shanahan 《Child development》2020,91(5):1650-1662
This study used population-representative data to examine associations of risk and protective factor patterns among Alaska Native/American Indian (AN/AI; N = 592) and non-Native (N = 1,018) children with maternal and child outcomes at age 3 years. Among AN/AI children, a high risk/moderate protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help or knowing where to go for parenting information compared to a low socioeconomic status/high protection class. Among non-Native children, a moderate risk/high protection class was associated with child developmental risk and mothers being less likely to feel comfortable asking for help compared to a low risk/high protection class. Results provide insight on the intersection of risk and protective factors among Alaska families. 相似文献
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There is a need to maximise rural clinical fieldwork placement to build health workforce capacity. This study investigated allied health professionals' (AHPs) experience of supervising students as part of work-integrated learning in public and private rural health settings. An anonymous postal questionnaire with 30 questions was used to collect quantitative and qualitative data about the barriers and enablers that AHPs encounter when supervising students in their clinical setting. A total of 113 public and private AHPs from Southwest Victoria, Australia, returned the questionnaire. The AHPs were trained in the disciplines of occupational therapy, physiotherapy, speech pathology, dietetics, podiatry or psychology. The majority of respondents (75%) had previously supervised students. Most respondents had only provided fieldwork education in the public sector. Allied health professionals working in public and private sectors had positive experiences with clinical fieldwork education and often had increased job satisfaction while supervising students. They experienced similar enablers to involvement in clinical fieldwork education programs, however the barriers they encountered were different. The findings highlight the differing issues between rural public and private settings that need to be addressed for successful clinical fieldwork education and work-integrated learning. Strategies to address the identified barriers need to be specific to the work conditions of each setting. 相似文献