Listening to Mothers II: Report of the Second National U.S. Survey of Women's Childbearing Experiences: Conducted January–February 2006 for Childbirth Connection by Harris Interactive? in partnership with Lamaze International*     

Eugene R. Declercq  Carol Sakala  Maureen P. Corry  Sandra Applebaum 《The Journal of perinatal education》2007,16(4):9-14

With permission from Childbirth Connection, the “Executive Summary” for the Listening to Mothers II survey is reprinted, here. The landmark Listening to Mothers I report, published in 2002, described the first national U.S. survey of women''s maternity experiences. It offered an unprecedented opportunity to understand attitudes, feelings, knowledge, use of obstetric practices, outcomes, and other dimensions of the maternity experience. Listening to Mothers II, a national survey of U.S. women who gave birth in 2005 that was published in 2006, continues to break new ground. Although continuing to document many core items measured in the first survey, the second survey includes much new content, exploring earlier topics in greater depth, as well as some new and timely topics.  相似文献   

Current Developments in Research on the Teaching of Grammar     

Hossein Nassaji Sandra Fotos 《通化师范学院学报》2006,(3):29-32,33

With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language learning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental. However, recent research has demonstrated the need for formal instruction for learners to attain high levels of accuracy. This has led to a resurgence of grammar teaching, and its role in second language acquisition has become the focus of much current investigation. In this  相似文献   

Women,leadership, and power revisiting the Wicked Witch of the West   总被引：1，自引：0，他引：1  

Sharon D. Kruse  Sandra Spickard Prettyman 《Gender and education》2008,20(5):451-464

By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted.  相似文献   

Gender Imbalance in Referrals to an Educational Psychology Service     

Robert Vardill  Sandra Calvert 《Educational Psychology in Practice》2000,16(2):213-223

Referrals to an educational psychology service (EPS) were recorded in terms of school phase, gender and presenting problem. Examination of the data revealed a male:female referral ratio of more than 3:1. In all school phases, more boys than girls were referred, with the preponderance of boys being greatest in the primary sector. Overall, between six and nine times more boys than girls were presenting behavioural problems. Practical implications are discussed and it is suggested that such monitoring is an important starting point in working towards equality of access to educational psychology services.  相似文献   

Challenges for equity policy in changing contexts   总被引：3，自引：0，他引：3  

Sandra Taylor  Miriam Henry 《The Australian Educational Researcher》2000,27(3):1-15

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Seeing More Than Right and Wrong Answers: Prospective Teachers' Interpretations of Students' Mathematical Work     

Sandra Crespo 《Journal of Mathematics Teacher Education》2000,3(2):155-181

Listening to students' mathematical thinking is one of the trademarks of reform-minded visions of mathematics teaching. The questions of when, where, how, and what might help prospective teachers learn to do so,however, remain open. This study examines how a mathematics letter exchange with Grade 4 students provided an occasion for prospective teachers to learn about students' mathematical thinking and to examine their interpretive practices. Analysis of the interactions between students and prospective teachers, and of the reflective writing of the latter,revealed changes in the patterns of their interpretations. I characterized these as changes in the focus of interpretation, from correctness to meaning, and in the interpretive approach, from quick and conclusive to thoughtful and tentative. I also discuss factors associated with these interpretive turns. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Managing the relationship with outside suppliers     

Sandra K. Paul 《Publishing Research Quarterly》1999,15(3):63-68

Production and manufacturing departments have overseen an extraordinary development in the technologies used to put books together. Until recently they have had little information technology (IT) support in their day-to-day functions. Increasing use of technology, particularly in communication with suppliers, will be essential in the future management of these key external relationships. Address for correspondence  相似文献   

Together against all odds: towards understanding the identities of teachers of at risk students     

David W. Friesen  Sandra Finney  Caroline Krentz 《Teaching and Teacher Education》1999,15(8):589

This paper describes how a collaborative project engaged teachers and university researchers in an ongoing conversation about teaching students whose learning is considered to be at risk due to a complex of social and economic barriers. Action research was employed to develop understanding of unique teacher identities shaped in classroom settings with large numbers of these students. Teacher stories generated by this research revealed that, as key members of interagency teams, teachers play a strong advocacy role for students at risk.  相似文献   

Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research   总被引：2，自引：0，他引：2  

William L. Sanders  Sandra P. Horn 《Journal of Personnel Evaluation in Education》1998,12(3):247-256

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. An integral part of TVAAS is a massive, longitudinally merged database linking students and student outcomes to the schools and systems in which they are enrolled and to the teachers to whom they are assigned as they transition from grade to grade. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress. Teacher effects on student achievement have been found to be both additive and cumulative with little evidence that subsequent effective teachers can offset the effects of ineffective ones. For these reasons, a component linking teacher effectiveness to student outcomes is a necessary part of any effective educational evaluation system.  相似文献   

Object Properties and Object Kind: Twenty-One-Month-Old Infants' Extension of Novel Adjectives   总被引：2，自引：1，他引：1  

Sandra R. Waxman  Dana B. Markow 《Child development》1998,69(5):1313-1329

Three experiments examined the conditions under which infants acquiring English succeed in mapping novel adjectives, applied ostensively to individual objects, to other objects with the same property (color or texture). Twenty-one-month-old infants were introduced to a target (e.g., a yellow object) and asked to choose between (1) a matching test object (e.g., a different yellow object) and (2) a contrasting test object (e.g., a green object). Infants hearing the target labeled with novel adjectives were more likely than those hearing no novel words to choose the matching test object. Infants also revealed an emerging distinction between novel adjectives and nouns. Finally, infants' expectation regarding the extension of adjectives appears to unfold within the support of a familiar basic-level category. Infants extended novel adjectives to the matching test object when all objects were all drawn from the same basic level category; they failed to do so when the objects were drawn from different basic level categories.  相似文献