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Difrisco E Goodman KE Budin WC Lilienthal MW Kleinman A Holmes B 《The Journal of perinatal education》2011,20(1):28-35
Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge. 相似文献
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Professor Wynne Harlen 《Research in Science Education》1997,27(3):323-337
Research carried out over a period of two years into primary teachers' understanding of concepts in science and technology
provided information about teachers' confidence in teaching science, their understanding of a range of key ideas and their
background of science in their own education. The early part of the paper describes how these data were collected, noting
that the method of interviewing used to explore teachers' understanding served as an opportunity for the advancement of their
understanding. The relationships among the variables of confidence, understanding and background in science are then explored.
Although teachers expressed low confidence in teaching science, which was linked to a lack of understanding of scientific
ideas, they also claimed not to find great difficulty in using certain teaching skills required for science, including those
which would appear to demand content knowledge. This apparent anomaly is discussed and linked to the strategies used by teachers
to cope with low confidence and understanding. The paper ends by considering briefly the role of content knowledge in teaching
science. 相似文献
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This article reports on research conducted as part of the Primary Science Processes and Concept Exploration (space) Project. The background to, and orientation of, space is briefly described. Classroom‐based research into children's thinking about evaporation is reported. This work was conducted in close collaboration with teachers of the 5‐11 years age range with the intention of establishing the viability of the techniques for eliciting ideas and managing subsequent interventions within classrooms. Children's thinking in relation to three main evaporation phenomena are discussed. Ideas about evaporation were categorized by reference to notions of conservation, change of location and change of form of the water. 相似文献
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Innovative Higher Education - Learning gains associated with multiple-choice testing formats that provide immediate feedback (e.g., IFAT®) are often greater than those for typical... 相似文献
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Jioanna Carjuzaa J. Kay Fenimore-Smith Ethlyn Davis Fuller William A. Howe Eileen Kugler Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40
In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage. 相似文献