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Olive Bryanton 《Educational gerontology》2013,39(10):756-766
It is clear that while transition from being a driver to being a non-driver is an important, and often negative, event in the life of older adults, there is little support available to help older adults through this transition. This study focuses on increasing our understanding of issues about driving cessation and to inform the development of educational programs to assist older adults in positively adapting to retirement from driving. A total of 201 adults over age 70 with a valid driving license completed a mailed survey containing both open and closed-ended questions. Of the 96% of participants who were current drivers, 73.4% had never considered retiring from driving. While 70.6% of participants indicated that an educational program could help people plan to retire from driving, 55.8% indicated the possibility that they would participate in such a program. Participants provided insights into the format and content of educational programs to help older adults retire from driving including coping after retirement from driving, alternative forms of transportation and how to access them, and helping to decide when to retire from driving. It is imperative for practitioners to identify ways to help older adults who are resistant to planning for retirement from driving. 相似文献
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Orit Zaslavsky Olive Chapman Roza Leikin 《Journal of Mathematics Teacher Education》2000,3(3):201-203
Editorial Board
Guest Editorial 相似文献6.
Reading and Writing - The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical... 相似文献
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Increasing interest in science education research has focused on ways of representing cognitive structure in graphical and quantitative terms. A method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at major intervals in the sequence and in total. In keeping with constructivist models of information analysis, the elicitation of responses requires minimal intervention by the interviewer, and flow-map representation requires low inference for its construction, providing a convenient diagram of the sequential and multirelational thought patterns expressed by the respondent. The method is illustrated by analyzing interviews from students varying in academic achievement under two interview conditions that varied in emphasis on recall of multiple relationships. The illustrative data show that students of increasing academic ability produce flow maps of more complex patterns with more cross-relational linkages. These kinds of linkages, on the whole, increase with increased emphasis in the interview on recall of relationships. 相似文献
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This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned
interventions aimed at producing this change. It reports on the nature of the teacher’s change from her perspective and an
interpretation and understanding of the change from the researcher’s perspective. It illustrates how meaningful change can
occur when the process is initiated and rooted in the teacher’s experience based on a tension in self and/or practice that
is personal and real to him or her. It discusses three types of change that are possible depending on the level of engagement
of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change. 相似文献
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