Female Athlete Triad Coalition risk assessment tool is an evidenced-based tool that is reliable and well-described     

Mary Jane De Souza  Nancy I. Williams  Kristen J. Koltun  Nicole C. A. Strock 《Journal of sports sciences》2020,38(9):996-999

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Analysis of gene expression at the single-cell level using microdroplet-based microfluidic technology     

Mary P  Dauphinot L  Bois N  Potier MC  Studer V  Tabeling P 《Biomicrofluidics》2011,5(2):24109

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Narrative Career Counselling for People with Refugee Backgrounds     

Peyman Abkhezr  Mary McMahon 《International journal for the advancement of counseling》2017,39(2):99-111

For people with refugee backgrounds, pursuing a meaningful career in their country of resettlement is important for their successful integration. However, for many, achieving this is a challenging process. Career counsellors may have a role to play in facilitating the transition and integration of people with refugee backgrounds, and narrative career counselling has much to offer. This article discusses the impact of prolonged transition under difficult circumstances on people with refugee backgrounds, and the potential contribution of narrative career counselling in assisting them. In particular, it identifies cultural considerations for narrative career counsellors who work with people with refugee backgrounds.  相似文献   

White Religious Educators Resisting White Fragility: Lessons From Mystics     

Mary E. Hess 《Religious education (Chicago, Ill.)》2017,112(1):46-57

Abstract

Decades of work in dismantling racism have not yielded the kind of results for which religious educators have hoped. One primary reason has been what scholars term “white fragility,” a symptom of the structural racism which confers systemic privilege upon White people. Lessons learned from Christian mystics point to powerful ways to confront and resist the siren call of such formation and instead to make resisting racism an integral part of Christian identity for White people.  相似文献   

A Review of "Theological Reflection across Religious Traditions: The Turn to Reflective Believing."     

Mary E. Hess 《Religious education (Chicago, Ill.)》2017,112(2):192-193

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School principals’ views of teacher evaluation policy: lessons learned from two empirical studies     

Maria Assunção Flores  Mary Lynne Derrington 《International Journal of Leadership in Education》2017,20(4):416-431

Teacher evaluation accountability policies are emerging worldwide. This study examines principals’ perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed.  相似文献   

Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education     

Mary Frances Buckley-Marudas  Sarah R. Hobson  Kathleen Riley 《The New Educator》2017,13(4):369-391

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Reading to Learn or Learning to Read? Engaging College Students in Course Readings     

Mary Margaret Kerr  Kristen M. Frese 《College Teaching》2017,65(1):28-31

Despite instructors' belief that class readings are integral to the learning process, only 20–30% of undergraduate students complete required readings. Failure to complete course reading has been associated with declines in exam and research performance. This article first offers a brief review of the literature on why students do not complete course readings: 1) unpreparedness, 2) lack of motivation, 3) time constraints, and 4) an underestimation of reading importance. We then identify approaches that encourage students to read, enjoy reading, and develop metacognitive knowledge, shown to improve learning.  相似文献   

Editorial: On behalf of children     

Mary Renck Jalongo 《Early Childhood Education Journal》1996,23(4):187-189

Conclusion When you think about it, many of the things we do are expressly designed to maintain a sense of wonder because once it is lost, childhood is lost. I still vividly recall a class discussion with one of my teachers about the existence of Santa Claus when I was 10 years old. By that time, nobody in the class was a believer. Sister Christopher told us that she still believed in Santa until she was 13. When we asked her how she could have been so gullible, she said that just about the time she was beginning to question the myth, her father (she later found out) climbed up on the roof in the middle of the night to make “reindeer tracks” and lines from the runners of the sleigh. Now that was a man who really wanted to keep the wonder alive! If you reflect on all of the people you know and love, I'll wager that most of them are individuals who have managed to keep some sense of awe intact despite its erosion throughout life. Early childhood practitioners are fortunate because we have the best possible role models of wonder to follow. Being in the company of young children whose sense of wonder is at a lifetime high helps to keep us from becoming jaded and disaffected. For if we allow children to show us the way, they can lead us back to wonder.  相似文献   

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children     

Mary Ann Evans  Michelle Bell  Deborah Shaw  Shelley Moretti  Jodi Page 《Reading and writing》2006,19(9):959-989

In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph  相似文献