Using digital images of the zebra finch song system as a tool to teach organizational effects of steroid hormones: a free downloadable module     

Grisham W  Schottler NA  McCauley LM  Pham AP  Ruiz ML  Fong MC  Cui X 《CBE life sciences education》2011,10(2):222-230

Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong.  相似文献   

Major Survey Findings of Listening to MothersSM III: New Mothers Speak Out: Report of National Surveys of Women’s Childbearing Experiences ? Conducted October–December 2012 and January–April 2013     

Eugene R. Declercq  Carol Sakala  Maureen P. Corry  Sandra Applebaum  Ariel Herrlich 《The Journal of perinatal education》2014,23(1):17-24

To understand the experiences and views of childbearing women in the United States and trends over time, Childbirth Connection carried out the third national Listening to Mothers survey among 2,400 women who gave birth in U.S. hospitals to a single baby from mid-2011 to mid-2012 and could participate in English. A follow-up survey directed to the same participants explored postpartum experiences, in depth and well into the second year after birth; views about maternity care; and some additional pregnancy and birth items. Harris Interactive conducted the surveys using a validated methodology that includes data weighting to ensure that results closely reflect the target population. The follow-up survey was reported in Listening to Mothers III: New Mothers Speak Out.  相似文献   

Information and Secrecy: Vannevar Bush, Ultra, and the Other Memex : Colin Burke. Metuchen, NJ: Scarecrow Press, Inc., 1994. xxvi, 466 pp. $52.00. ISBN: 0-810-82783-2 (cloth)     

Maureen Olle 《Government Information Quarterly》2003,20(4):428-430

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Barbara Kingsolver's Lowfat Fiction:     

Maureen Ryan 《Journal of American culture (Malden, Mass. : 2003)》1995,18(4):77-82

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The neglect of children in long-stay hospitals     

Maureen Oswin 《Child abuse & neglect》1979,3(1):89-92

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Supported reflective practice: a programme of peer observation and feedback for academic teaching development   总被引：3，自引：0，他引：3  

Maureen Bell 《International Journal for Academic Development》2013,18(1):29-39

The outcomes of the evaluation of a structured, peer-supported teaching development programme for academic staff are reported. Supported reflective practice forms the conceptual framework for the programme, which includes feedback on observed teaching and feedback on reflection. Key themes identified are the effectiveness of the supported reflective practice process, improvements to teaching practice, developing confidence and congruent espoused theory and theory-in-use, ongoing professional development and developing collegiality. Factors that facilitate the programme are explored, including the support triangle, the role of the educational developer in providing feedback and monitoring, and the role of the support colleague. Suggestions for implementation of similar programmes are offered.  相似文献   

The Growth of Phonological Awareness by Children With Reading Disabilities: A Result of Semantic Knowledge or Knowledge of Grapheme-Phoneme Correspondences?     

Justin C. Wise  Rose A. Sevcik  Robin D. Morris  Maureen W. Lovett  Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164

According to the Lexical Restructuring Model (Metsala & Walley, 1998 Metsala, J. L. and Walley, A. C. 1998. “Spoken vocabulary growth and the segmental restructuring of lexical representation: Precursors to phonemic awareness and early reading ability”. In Word recognition in beginning literacy, Edited by: Metsala, J. L. and Ehri, L. C. 89–120. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.  [Google Scholar]), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) Ziegler, J. C. and Goswami, U. 2005. Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory.. Psychological Bulletin, 131: 3–29. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness.  相似文献   

The problematic relationship between child development theory and teacher preparation     

Nancy Perry  Maureen Gerard 《Journal of Early Childhood Teacher Education》2013,34(4):343-348

Abstract

This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice.  相似文献   

Student teachers’ perceptions of their mentors as internal triggers for learning     

Maureen Rajuan  Douwe Beijaard  Nico Verloop 《Teaching Education》2013,24(4):279-292

This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships.  相似文献   

Pedagogy in the multimodal classroom: an analysis of the challenges and opportunities for teachers     

Josephine Ryan  Anne Scott  Maureen Walsh 《Teachers and Teaching》2013,19(4):477-489

Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.  相似文献