Work of the Department of Religious Art     

Waldo S. Pratt Mus.D. 《Religious education (Chicago, Ill.)》2013,108(2):70-74

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Evidenced‐based Practice is an Evolving Concept     

Katrina Bannigan 《International Journal of Disability, Development & Education》2009,56(3):301-305

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Where Theories of Mind Meet Magic: The Development of Children's Beliefs about Wishing     

Jacqueline D. Woolley  Katrina E. Phelps  Debra L. Davis  & Dorothy J. Mandell 《Child development》1999,70(3):571-587

In two studies, we probed children's beliefs about wishing. In Study 1, we gathered initial data on 50 3- to 6-year-old children's concepts of wishing and beliefs about its efficacy, with both a semistructured interview and a variety of tasks. Results revealed considerable knowledge about wishing in young children, along with an age-related decrease in beliefs about its efficacy. Parents were not found to encourage differently the beliefs of children at different ages, nor were they found to begin actively discouraging such beliefs at any particular age. A moderate relation was found between environmental supports for wishing and children's beliefs in its efficacy. In Study 2, we continued to probe these issues and also address the nature of the broader conceptual context in which children situate their beliefs about wishing. Participants were 92 3- to 6-year-old children. Results of this study suggest that children may reconcile beliefs in the efficacy of wishing with knowledge about everyday mental-physical relations by situating these beliefs more within their emerging beliefs about magic than within their theories of mind.  相似文献   

Children's Museum Experiences: Identifying Powerful Mediators of Learning     

David Anderson  Barbara Piscitelli  Katrina Weier  Michele Everett  Collette Tayler 《Curator: The Museum Journal》2002,45(3):213-231

This article reports on a study of young children and the nature of their learning through museum experiences. Environments such as museums are physical and social spaces where visitors encounter objects and ideas which they interpret through their own experiences, customs, beliefs, and values. The study was conducted in four different museum environments: a natural and social history museum, an art gallery, a science center, and a hybrid art/social history museum. The subjects were four‐ to seven‐year old children. At the conclusion of a ten‐week, multi‐visit museum program, interviews were conducted with children to probe the saliency of their experiences and the ways in which they came to understand the museums they visited. Emergent from this study, we address several findings that indicate that museum‐based exhibits and programmatic experiences embedded in the common and familiar socio‐cultural context of the child's world, such as play and story, provide greater impact and meaning than do museum exhibits and experiences that are decontexualized in nature.  相似文献   

Introduction: Black women dancing through time and space     

Katrina Thompson Moore  Kwakiutl L. Dreher 《Journal of American culture (Malden, Mass. : 2003)》2023,46(2):125-129

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Editorial     

Katrina Dean 《档案与原稿》2017,45(1):1-2

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The organisational stressors encountered by athletes with a disability     

Rachel Arnold  Christopher R. D. Wagstaff  Lauren Steadman  Yasmin Pratt 《Journal of sports sciences》2017,35(12):1187-1196

Organisational stressors have been found to be prevalent and problematic for sport performers, with research identifying demographic differences in the stressors encountered. Nevertheless, extant sport psychology research on the topic of stress has generally focused on able-bodied athletes; whilst that which has been conducted on performers with a disability has typically recruited relatively small samples to explore a narrow selection of organisational stressors, or examined other components of the stress process. The purpose of the present study was to explore the various organisational stressors that athletes with a disability encounter. The sample comprised 18 elite athletes with a disability (10 male, 8 female) who had a classified disability and experience of competing at a major championships in their sport (e.g., Paralympic Games, World Championships). Participants took part in a semi-structured interview which was analysed by drawing from grounded theory procedures. A total of 316 organisational stressors were identified, which were abstracted into 31 concepts and four, previously conceptualised, exploratory schemes: leadership and personnel issues, cultural and team issues, logistical and environmental issues, and performance and personal issues. This study not only provides the first illustration of the prevalence of organisational stressors for athletes with a disability, but also significantly points to salient similarities and distinct differences between the stress experiences of performers with and without a disability.  相似文献   

AN EXAMINATION OF THE ASSOCIATION BETWEEN OBSERVED AND SELF‐REPORTED CULTURALLY PROFICIENT TEACHING PRACTICES     

Katrina J. Debnam  Elise T. Pas  Jessika Bottiani  Anne H. Cash  Catherine P. Bradshaw 《Psychology in the schools》2015,52(6):533-548

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom.  相似文献   

Introducing a special issue on constructing meanings from data     

Janet Aunley  Dave Pratt 《Educational Studies in Mathematics》2001,45(1-3):1-13

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EMPIRICAL EDUCATION AND QUAKER PROWESS IN CHEMICALLY ORIENTED BUSINESSES DURING THE INDUSTRIAL REVOLUTION     

David H. Pratt 《Journal of educational administration and history》1980,12(2):7-18

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