Film Noir: Light and Shadow Alain Silver and James Ursini,Editors. Applause Theatre and Cinema Books, 2017.     

Debra B. Cutshaw 《Journal of American culture (Malden, Mass. : 2003)》2018,41(2):227-228

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Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work     

Vicente Talanquer  Molly Bolger  Debra Tomanek 《科学教学研究杂志》2015,52(5):585-609

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Implementing Student‐Centered Learning Practices in a Large Enrollment,Introductory Food Science and Human Nutrition Course     

Debra Korte  Nicholas Reitz  Shelly J. Schmidt 《Journal of Food Science Education》2016,15(1):23-33

Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students.  相似文献   

Transition Services for Students with Intellectual Disabilities: A Case Study of a Public School Program on a Community College Campus     

Debra A. Neubert  Vanessa Alvarez Redd 《Exceptionality》2013,21(4):220-234

Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.  相似文献   

Students Investigating the Antiproliferative Effects of Synthesized Drugs on Mouse Mammary Tumor Cells          下载免费PDF全文

Rasha Hammamieh  Margery Anderson  Katharine Carr  Christine N Tran  Debra L Yourick    Marti Jett 《CBE life sciences education》2005,4(3):221-233

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Racial identity and academic attainment among African American adolescents   总被引：2，自引：0，他引：2  

Chavous TM  Bernat DH  Schmeelk-Cone K  Caldwell CH  Kohn-Wood L  Zimmerman MA 《Child development》2003,74(4):1076-1090

In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.  相似文献   

Impact of a statewide home visiting program to prevent child abuse   总被引：1，自引：0，他引：1  

Duggan A  Caldera D  Rodriguez K  Burrell L  Rohde C  Crowne SS 《Child abuse & neglect》2007,31(8):801-827

OBJECTIVES: To assess the impact of a voluntary, paraprofessional home visiting program in preventing child maltreatment and reducing the multiple, malleable psychosocial risks for maltreatment for which families had been targeted. METHODS: This collaborative, experimental study focused on 6 Healthy Families Alaska (HFAK) programs; 325 families were enrolled in 2000-2001, randomized to intervention and control groups, and interviewed to measure baseline attributes. Follow-up data were collected when children were 2 years old (85% follow-up rate). Outcomes included maltreatment reports, measures of potential maltreatment and parental risks, for example, poor mental health, substance use, and partner violence. HFAK records were reviewed to measure home visiting services. Home visitors were surveyed to measure perceived effectiveness and training adequacy. RESULTS: Parental risks were common at baseline, and one-sixth of families had a substantiated child protective services report in the child's first 2 years of life. There was no overall program effect on maltreatment reports, and most measures of potential maltreatment. Home visited mothers reported using mild forms of physical discipline less often than control mothers. The groups were similar in their use of more severe forms of physical discipline. There was no program impact on parental risks. There was no impact on outcomes for families with a 'high dose' of home visiting. Home visitors often failed to address parental risks and seldom linked families with community resources. Contradictions in the model compromised effectiveness. CONCLUSIONS: The program did not prevent child maltreatment, nor reduce the parental risks that had made families eligible for service. Research is needed to develop and test strategies to improve the effectiveness of home visiting.  相似文献   

Creating safe spaces for children’s voices to be heard: supporting the psychosocial needs of children in times of trauma     

Karen Capo  Lori Espinoza  Jordan Khadam-Hir  Debra Paz 《Journal of Early Childhood Teacher Education》2019,40(1):19-30

ABSTRACT

This reflection on practice provides a foundation for understanding the impact of Hurricane Harvey on teachers and children across the Texas Gulf Coast. It also documents the emergence of a professional development initiative born when early childhood teacher educators in the community outreach arm of a major university sought to provide immediate support for colleagues returning to their classrooms in the wake of the disaster. The initiative was designed to promote teachers’ understanding of the theoretical rationale behind supporting the psychosocial development of children in times of trauma and offer specific strategies and activities to help children work through this particular natural disaster, that is, storms, flooding, property destruction, and some physical harm. Implications for early childhood teacher preparation along with recommendations for future action are included.  相似文献   

Assessing Precollege Science Education Outreach Initiatives: A Funder's Perspective          下载免费PDF全文

Debra A. Felix  Mark D. Hertle  Jill G. Conley  Lori B. Washington  Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195

We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science.  相似文献   

Community college strategies: Virginia community college system     

Debra Banks 《Assessment Update》1996,8(2):8-8

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