Early Malnutrition and Child Neurobehavioral Development: Insights from the Study of Children of Diabetic Mothers   总被引：2，自引：0，他引：2  

Thomas A. Rizzo  Boyd E. Metzger  Sharon L. Dooley  and Nam H. Cho 《Child development》1997,68(1):26-38

In this study we sought to discern whether disturbances in mothers' metabolism during pregnancy may exert long-range effects on the neurobehavioral development of the progeny. Participants were 139 Women with diabetes in pregnancy and their singleton offspring. Serial estimates of circulating maternal fuels were obtained for each pregnancy, along with detailed records of perinatal course and outcome. Offspring were administered the Wechsler Intelligence Scale for children—Revised (WISC-R) full-scale IQ scores below 70 in our cohort did not differ significantly from national estimates. Nonetheless, after statistically controlling for other influences, WISC-R verbal, performance, and full-scale IQ scores, and Bannatyne's indices of Verbal Conceptualization Ability, Acquired Knowledge, Spatial Ability, and Sequencing Ability were inversely correlated with measures, of maternal lipid and glucose metabolism in the second and third trimesters. KTEA Arithmetic scores were similarly correlated with measures of maternal lipids in the third trimester. All correlations indicate that poorer metabolic regulation was attended by poorer child performance. The effects of maternal metabolism on fetal brain and neurobehavioral development are discussed as potential intermediary factors.  相似文献   

A Counselling Framework for Caribbean Children and Families Who Have Experienced Migratory Separation and Reunion     

Audrey M. Pottinger  Angela Gordon Stair  Sharon Williams Brown 《International journal for the advancement of counseling》2008,30(1):15-24

This paper presents research findings on childrens’ responses to migratory separation and later reunion in Caribbean families and the needs of these families when parents migrate and leave their children behind. Implications of this type of separation on children, parents and surrogate caregivers are discussed. The challenges that counsellors in both the ‘sending’ and host countries face working with this population are also examined and suggestions made for psychosocial intervention and guidelines for counselling in both societies. The need for culturally competent counsellors to work with the growing population of immigrants in North America and Europe is indicated.  相似文献   

Enhancing curriculum and delivery: linking assessment to learning objectives     

Kathryn L. Combs  Sharon K. Gibson  Jane Saly  John T. Wendt 《Assessment & Evaluation in Higher Education》2008,33(1):87-102

Typical university‐wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course‐specific learning objectives both pre‐ and post‐course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives.  相似文献   

Synergizing geriatric research and education in an allied health profession with an older adult community advisory board: development and process outcomes     

An Thi Nguyen  Sharon Burnside  Kristin Junge  Emily Kling Somerville  Marian Keglovits 《Educational gerontology》2020,46(8):486-496

ABSTRACT

Community advisory boards (CABs) have been used to improve research outcomes involving specific communities and populations, including older adults. There is potential to synergize the use of CABs to encompass both research activities and the education of healthcare professionals to help meet increasing demands for a geriatric healthcare workforce in aging populations worldwide. We describe the development and process outcomes of a CAB that synergizes geriatric research and education of students in an allied health profession (occupational therapy). Implementation costs from June 2017–June 2019 were recorded. In-depth interviews were conducted with CAB participants, who were community-dwelling older adults living in St. Louis, Missouri, United States. Interview data were analyzed using a constant comparison method based on a grounded theory approach. Themes were derived regarding barriers, facilitators, and benefits of CAB participation for older adults. Fourteen older adults (aged 65 and over) were initially recruited. The total direct cost of CAB implementation was 4050 United States Dollars over two years. Barriers to CAB participation for older adults included unexpected schedule conflicts due to illness and lack of understanding of the research process, while facilitators included accessible meeting spaces, staff support, flexible participation options, and financial support (e.g., transportation). Perceived benefits of CAB participation included gains in social capital, more positive views of research, and social connectedness. Key lessons learned are described and can be used to inform a novel approach to developing and implementing CABs to improve outcomes of geriatric research and education.  相似文献   

Lost in translation? The challenges of educational policy borrowing     

Newman Burdett  Sharon O’Donnell 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):113-120

  相似文献   

What works? Academic integrity and the research-policy relationship     

Sharon Gewirtz  Alan Cribb 《British Journal of Sociology of Education》2020,41(6):794-806

Abstract

In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty’s critique of the ‘what works’ agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they pose for critical researchers in the sociology of education and beyond. In particular, we underline the trend for ‘what works’ agendas to become constitutive of academic identities and practices, including at micro-levels, such that the option of ‘standing outside’ them is shifting from being merely personally taxing to being institutionally disallowed. In addition to highlighting the dilemmas this creates for critical researchers and the threat this poses to expansive and democratic approaches to education, the paper emphasises the centrality of relationship-forming in understanding and underpinning academic integrity.  相似文献   

Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder     

Christiana Butera  Priscilla Ring  John Sideris  Aditya Jayashankar  Emily Kilroy  Laura Harrison  Sharon Cermak  Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254

Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD.  相似文献   

Allergies and Learning Disabilities: A Status Report     

Sharon E. Stein  Stephen P. Safran 《International Journal of Disability, Development & Education》1992,39(2):147-152

This literature review examines the relationship between allergies and learning disabilities. Do allergies cause learning disabilities and related behavioural difficulties? The existing research is summarized and evaluated. The authors conclude that the role that allergies play in LD is complex and interrelated with other factors.  相似文献   

论远程教学设计的基本问题   总被引：4，自引：0，他引：4  

Sharon Smaldino  杨南昌 《远程教育杂志》2002,(6):18-20,14

本文以系统论观点,详尽阐述了远程教学设计中应当考虑的诸如系统设计原则、学习者和学习内容分析、教学策略和媒体选择、效果评价以及学习环境中的信息传输等几个基本问题。这些远程教学设计的基本原则对于远程教学工作者开发成功的远程教学具有积极的理论指导意义。  相似文献   

Self-reports of forgetting and remembering childhood sexual abuse in a nationally representative sample of US women     

Wilsnack SC  Wonderlich SA  Kristjanson AF  Vogeltanz-Holm ND  Wilsnack RW 《Child abuse & neglect》2002,26(2):139-147

OBJECTIVE: The purpose of this article is to describe patterns of forgetting and remembering childhood sexual abuse (CSA) in a nationally representative sample of US adult women. METHOD: The respondents were a national probability sample of 711 women, aged 26 years to 54 years, residing in noninstitutional settings in the contiguous 48 states. In a 1996 face-to-face interview survey, trained female interviewers asked each respondent whether she had experienced any sexual coercion by family members or nonfamily members while growing up; whether she believed that she had been sexually abused (by family members or others); and whether she had ever forgotten the CSA experiences and, if so, how she had subsequently remembered them. RESULTS: Twenty-one and six-tenths percent of respondents reported having sexually coercive experiences while growing up; of these, 69.0% indicated that they felt they had been sexually abused. More than one-fourth of respondents who felt sexually abused reported that they had forgotten the abuse for some period of time but later remembered it on their own. Only 1.8% of women self-described as sexually abused reported remembering the abuse with the help of a therapist or other professional person. CONCLUSIONS: The findings indicate that, among women who report CSA, forgetting and subsequently remembering abuse experiences is not uncommon. According to the women surveyed, however, very few (1.8%) of those who felt abused recovered memories of CSA with help from therapists or other professionals. As one of the few studies of CSA memories in a nationally representative sample, this study suggests that therapist-assisted recall is not a major source of CSA memories among women in the US general population.  相似文献