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AbstractThe term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments. 相似文献
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Posner T 《The Journal of perinatal education》2010,19(1):4-7
In this column, a mother shares the story of her son's birth with her prenatal yoga instructor. The mother was able to work with her labor, was well supported by her husband and doula, and negotiated successfully with the hospital staff to have a safe, healthy birth. She describes how difficult labor is and the ways in which comfort and support strategies help women manage contractions. 相似文献
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Adrienne O. Wente Mariel K. Goddu Teresa Garcia Elyanah Posner María Fernández Flecha Alison Gopnik 《Child development》2020,91(4):1166-1182
Previously, research on wishful thinking has found that desires bias older children’s and adults’ predictions during probabilistic reasoning tasks. In this article, we explore wishful thinking in children aged 3- to 10-years-old. Do young children learn to be wishful thinkers? Or do they begin with a wishful thinking bias that is gradually overturned during development? Across five experiments, we compare low- and middle-income United States and Peruvian 3- to 10-year-old children (N = 682). Children were asked to make predictions during games of chance. Across experiments, preschool-aged children from all backgrounds consistently displayed a strong wishful thinking bias. However, the bias declined with age. 相似文献
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Miriam Posner 《图书馆管理杂志》2013,53(1):43-52
ABSTRACT While much work on libraries and digital humanities has focused on how to train and encourage individual librarians, we have not paid enough attention to the administrative and institutional factors required to help these professionals succeed. This article outlines some common sources of frustration for library professionals engaged in digital humanities work and offers sketches of some library-based digital humanities programs that are working to address these challenges. 相似文献
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Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs? 总被引：6，自引：0，他引：6
4 types of after-school care (formal after-school programs, mother care, informal adult supervision, and self-care) were examined for 216 low-income children ( M age = 9.1 years). After-school care was associated with maternal education, race, and family income but not with child gender, family marital status', neighborhood safety, or parenting style. When maternal education, race, and family income were controlled, attending a formal after-school program was associated with better academic achievement and social adjustment in comparison to other types of after-school care. Children's activities and experiences also varied in different after-school settings. Children in formal programs spent more time in academic activities and enrichment lessons and less time watching TV and playing outside unsupervised than other children. They also spent more time doing activities with peers and adults and less time with siblings than did other children. The time that children spent in these activities was correlated with their academic and conduct grades, peer relations, and emotional adjustment. 相似文献
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Charles M. Posner 《比较教育学》2002,38(4):401-414
The purpose of this article is to look at and raise questions about the role assigned to and played by education within such a corporativist political configuration and how a corporativist state conditions educational systems and practices. On a somewhat more practical level it is of equal importance to understand how the role of education as an allocatory device changes and major elements of social control are altered once the system itself is modified. As the transition towards a model of liberal democracy is now underway our purpose is to reflect upon the system, the elements leading to its demise and finally to speculate upon its port of arrival. However, this analysis is speculative and exploratory rather than based upon an array of empirical information. 相似文献
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What are the implications of cognitive science for the design of instructional materials given its central concern with meaningful learning? This question was addressed during an attempt to improve the quality of learning in an introductory non-calculus college physics course where a major intellectual problem that many students face is the development of a coherent view of the information provided to them. The absence of a conceptual framework may contribute to the rapid loss of information often observed among many students shortly after their taking a test. Lack of a conceptual framework also may account for the frequent use of trial-and-error approaches to using formulae. This report cites the use of schema theory for the development of a generative schema or a set of schemas that could be used by students to integrate all of the physics content, and for the design of a means for representing and teaching the schema(s) in a set of instructional materials. 相似文献
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Kathryn L. Van Pelt Jaclyn B. Caccese James T. Eckner Margot Putukian M. Alison Brooks Kenneth L. Cameron Megan N. Houston Matthew A. Posner Jonathan C. Jackson Gerald T. McGinty Cameron J. Hillis Thomas W. McAllister Michael A. McCrea Steven P. Broglio Thomas A. Buckley 《运动与健康科学(英文)》2021,10(2):162
ObjectiveSince concussion is the most common injury in ice hockey, the objective of the current study was to elucidate risk factors, specific mechanisms, and clinical presentations of concussion in men''s and women''s ice hockey.MethodsIce hockey players from 5 institutions participating in the Concussion Assessment, Research, and Education Consortium were eligible for the current study. Participants who sustained a concussion outside of this sport were excluded. There were 332 (250 males, 82 females) athletes who participated in ice hockey, and 47 (36 males, 11 females) who sustained a concussion.ResultsPrevious concussion (odds ratio (OR) = 2.00; 95% confidence interval (95% CI): 1.02‒3.91) was associated with increased incident concussion odds, while wearing a mouthguard was protective against incident concussion (OR = 0.43; 95%CI: 0.22‒0.85). Overall, concussion mechanisms did not significantly differ between sexes. There were specific differences in how concussions presented clinically across male and female ice hockey players, however. Females (9.09%) were less likely than males (41.67%) to have a delayed symptom onset (p = 0.045). Additionally, females took significantly longer to reach asymptomatic (p = 0.015) and return-to-play clearance (p = 0.005). Within the first 2 weeks post-concussion, 86.11% of males reached asymptomatic, while only 45.50% of females reached the same phase of recovery. Most males (91.67%) were cleared for return to play within 3 weeks of their concussion, compared to less than half (45.50%) of females.ConclusionThe current study proposes possible risk factors, mechanisms, and clinical profiles to be validated in future concussions studies with larger female sample sizes. Understanding specific risk factors, concussion mechanisms, and clinical profiles of concussion in collegiate ice hockey may generate ideas for future concussion prevention or intervention studies. 相似文献
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Hungry and satiated killer Long-Evans rats were exposed to two species of prey, mice and frogs. Experiment 1 demonstrated that the rats learned to discriminate between prey when attacks upon one of the prey were punished by electric shocks and attacks upon the alternative were not punished. Thus, killing of the “dangerous” prey was suppressed, while killing of the alternative, “safe” prey continued. However, in Experiment 2—in which the consequences of killing the prey differed in that one was allowed to be eaten following a kill but the other was not—no evidence of discriminative attack resulted. Hungry and satiated rats did not differ in their responsiveness toward prey as objects of attack, but hungry killers were more responsive to prey as food, thus demonstrating a dissociation of killing and eating control. 相似文献
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