Enacting post-reflexive teacher education     

Mark D. Vagle  Rachel Monette  Jaye Johnson Thiel  Katie Wester-Neal 《Pedagogies: An International Journal》2017,12(3):295-312

The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice – moving away from reflection and towards post-reflexion – by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education – An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy.  相似文献   

Social-emotional effects of early childhood education programs in Tulsa     

Gormley WT  Phillips DA  Newmark K  Welti K  Adelstein S 《Child development》2011,82(6):2095-2109

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.  相似文献   

Collaboration of Teacher Education and Child Disability Health Care: Transdisciplinary Approach to Inclusive Practice for Early Childhood Pre-Service Teachers     

Katie Silverman  Seong Hong  Mary Trepanier-Street 《Early Childhood Education Journal》2010,37(6):461-468

The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include: helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating and relationship building across disciplines (Campbell et al. 2003; Pretti-Frontczak et al. 2002 and Able-Boone et al. 2002). In this paper, we describe the collaboration between the University of Michigan-Dearborn Early Childhood Teacher Education Program and Oakwood Health Care Center for Exceptional Families to co-teach and mentor early childhood pre-service teachers as they create a family-centered event for children with disabilities and their typically developing peers in a natural environment. Researchers analyze student reflection papers about the family-centered event for evidence of new learning about child disability and inclusive practice. The reflections demonstrate the power of the students’ active role in creating and implementing family-centered activities in a collaborative context. Other key reflective components include rewards and challenges in creating inclusive contexts, integral role of families in supporting child relationships in natural settings, and collaboration and teaming.  相似文献   

Socialization of coping with community violence: influences of caregiver coaching, modeling, and family context     

Kliewer W  Parrish KA  Taylor KW  Jackson K  Walker JM  Shivy VA 《Child development》2006,77(3):605-623

A socialization model of coping with community violence was tested in 101 African American adolescents (55% male, ages 9-13) and their maternal caregivers living in high-violence areas of a mid-sized, southeastern city. Participants completed interviews assessing caregiver coping, family context, and child adjustment. Caregiver-child dyads also discussed a film clip depicting community violence. Parental coaching (caregivers' strategies suggesting how to cope) and child-reported coping were coded from the discussion. Coaching, modeling (caregivers' own coping), and family context each contributed to children's coping with violence. Children's problem-focused coping in response to violence had the strongest associations with changes in their adjustment 6 months later. Implications for interventions with youth and families are discussed.  相似文献   

Prenatal Antecedents of Newborn Neurological Maturation     

Janet A. DiPietro  Katie T. Kivlighan  Kathleen A. Costigan  Suzanne E. Rubin  Dorothy E. Shiffler  Janice L. Henderson  Joseph P. Pillion 《Child development》2010,81(1):115-130

Fetal neurobehavioral development was modeled longitudinally using data collected at weekly intervals from 24 to 38 weeks gestation in a sample of 112 healthy pregnancies. Predictive associations between 3 measures of fetal neurobehavioral functioning and their developmental trajectories to neurological maturation in the first weeks after birth were examined. Prenatal measures included fetal heart rate (FHR) variability, fetal movement, and coupling between fetal motor activity and heart rate patterning; neonatal outcomes include a standard neurologic examination ( n  =   97) and brainstem auditory evoked potential (BAEP; n  =   47). Optimality in newborn motor activity and reflexes was predicted by fetal motor activity, FHR variability, and somatic–cardiac coupling predicted BAEP parameters. Maternal pregnancy-specific psychological stress was associated with accelerated neurologic maturation.  相似文献   

International Student Media Festival: Report from Louisville     

Katie Leigh 《TechTrends》2010,54(2):40-42

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Green "Angels in America": aesthetics of equity     

Hogan K 《Journal of American culture (Malden, Mass. : 2003)》2012,35(1):4-14

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Effects of pomegranate extract on blood flow and vessel diameter after high-intensity exercise in young,healthy adults     

Erica J. Roelofs  Eric T. Trexler  Katie R. Hirsch  Meredith G. Mock 《European Journal of Sport Science》2017,17(3):317-325

The effects of pomegranate extract (PE) supplementation were evaluated on high-intensity exercise performance, blood flow, vessel diameter, oxygen saturation (SPO₂), heart rate (HR), and blood pressure (BP). In a randomized, crossover design, nineteen recreationally resistance-trained participants were randomly assigned to PE (1000?mg) or placebo (PL), which were consumed 30?min prior to a repeated sprint ability (RSA) test and repetitions to fatigue (RTF) on bench and leg press. The RSA consisted of ten six-second sprints on a friction-loaded cycle ergometer with 30?s recovery. Brachial artery blood flow and vessel diameter were assessed by ultrasound. Blood flow, vessel diameter, SPO₂, HR, and BP were assessed at baseline, 30?min post ingestion, immediately post exercise (IPost), and 30?min post exercise (30minPost). With PE, blood flow significantly increased IPost RSA (mean difference?=?18.49?mL?min^?1; P?<?.05), and IPost and 30minPost RTF (P?<?.05) according to confidence intervals (CI). Vessel diameter increased significantly 30minPost RSA according to CI and resulted in a significant interaction IPost and 30minPost RTF (P?<?.05). With PE, according to CI, average and peak power output increased significantly in sprint 5 of the RSA (P?<?.05). There was no significant difference between PE and PL for bench (P?=?.25) or leg press (P?=?.15) repetitions. Acute PE supplementation enhanced vessel diameter and blood flow, suggesting possible exercise performance enhancement from increased delivery of substrates and oxygen. The acute timing and capsule form of PE may be advantageous to athletic populations due to ergogenic effects, taste, and convenience.  相似文献   

The Case for a Middle School College Readiness Index: Rejoinder to Lazowski,Barron, Kosovich,and Hulleman and Mattern,Allen, and Camara     

Matthew N. Gaertner  Katie Larsen McClarty 《Educational Measurement》2016,35(3):35-37

This rejoinder provides a reply to comments on a middle school college readiness index, which was devised to generate earlier and more nuanced readiness diagnoses to K‐12 students. Issues of reliability and validity (including construct underrepresentation and construct‐irrelevant variance) are discussed in detail. In addition, comments from Lazowski et al. and Mattern et al. provide a useful summary of areas where more college readiness research is needed. This rejoinder elaborates on those essential next steps, including deploying readiness indicators in school settings. Advances in the measurement of noncognitive skills will require more validity research using more contemporary data from authentic school settings. Still, the middle school college readiness index is a promising proof of concept, demonstrating the utility of diverse, early measures to support targeted, timely interventions.  相似文献   

Books,Bytes, and Buildings: The Academic Library's Unique Role in Improving Student Success     

Amanda Nichols Hess  Katie Greer  Shawn V. Lombardo  Adriene Lim 《图书馆管理杂志》2015,55(8):622-638

Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts.  相似文献