排序方式： 共有59条查询结果，搜索用时 15 毫秒
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Theresa E. Egan Frances A. Wymbs Julie Sarno Owens Steven W. Evans Chelsea Hustus Darcey M. Allan 《Psychology in the schools》2019,56(10):1633-1653
Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed. 相似文献
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Helyn Kim Chelsea A. K. Duran Claire E. Cameron David Grissmer 《Child development》2018,89(2):476-494
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. 相似文献
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Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
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Barbara Fenesi Chelsea Mackinnon Lucia Cheng Joseph A. Kim Bruce C. Wainman 《Anatomical sciences education》2017,10(3):249-261
The use of two‐dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low‐quality and high‐quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low‐quality or high‐quality images, and then completed a comprehension test using either 2D images or three‐dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high‐quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high‐quality vs. low‐quality for hand anatomy P = 0.018; high‐quality vs. low‐quality for eye anatomy P = 0.247). Also, the benefit of high‐quality images on hand anatomy learning was restricted to performance on short‐answer (SA) questions immediately after learning (high‐quality vs. low‐quality on SA questions P = 0.018), but did not apply to performance on multiple‐choice (MC) questions (high‐quality vs. low‐quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249–261. © 2016 American Association of Anatomists. 相似文献
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摘要：心血管疾病（CVD）一直是全世界最主要的死因。由于CVD等慢性疾病对健康的威胁越来越大，有必要开展生活方式干预项目以控制这些疾病的危险因素。本研究的目的是评估美国的重要慢病干预项目—HELPS治疗型生活方式改变（TLC）项目对减少CVD危险因素和其他慢性疾病的有效性。方法：140位大学教职工参加为期12周的HELPS TLC项目，干预前后用配对t检验对其体重、BMI、腰围（WC）、6分钟步行距离（6MWD）、空腹血脂和血糖进行测定和比较。结果：干预后6MWD显著增加，总胆固醇（TC）和WC显著下降。对“高危”参与者进一步分析显示：BMI（-1.5±0.5，-3.9%）、TC（- 22.8±4.0，-9.0%）、LDL（- 14.1±4.9，9.3%）和血糖（-6.9±2.2，-6.1%）均显著下降；男性腰围（-4.5±0.8，-10%）显著减小，女性未见显著改变（-1.5±0.5，-4.0%）。此外，体重的变化与TC（r=0.43）、LDL（r=0.35）和血糖（r=0.44）的变化均显著相关。结论：参加12周的生活方式干预项目可以使CVD危险因素减少，特别是在CVD“高危”个体中。HELPS TLC项目的远期效果还待进一步深入研究。 相似文献
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Chelsea McCracken 《Media History》2013,19(3):354-368
This article investigates the mechanisms of early television censorship from 1947 to 1952, looking at the restrictions placed on content, and the process that shows and advertisements went through before being broadcast. This article focuses on the inner workings of the National Broadcasting Company's (NBC) censoring arm, the Continuity Acceptance Department, and takes into consideration the medium-specific qualities of television and the challenges presented to those who had the task of regulating broadcast content. In addition to a general discussion of regulations, this article examines the censorship of homosexual characterizations in early television, looking specifically at the use of ‘swish’ routines (which make use of stereotyped gay mannerisms) in comedy shows. While networks and the National Association for Radio and Television Broadcasters established codes to govern their censorship apparatuses, the process of censorship was less an enforcement of hard and fast rules than a constant negotiation over content and allowable material. 相似文献
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Chelsea Mackinnon Noori Akhtar-Danesh Andrew Palombella Bruce Wainman 《Anatomical sciences education》2022,15(5):877-885
Interprofessional education (IPE) prepares healthcare students for collaboration in their future careers. The purpose of this study was to determine which aspects of the IPE Program in Anatomy at McMaster University contributed to the development of healthcare student's interprofessional skills. Q-methodology was used to identify the students' common viewpoints of the IPE experience. A total of 26/28 (93%) of students in the course from the medical, nursing, midwifery, physician assistant, occupational therapy, and physiotherapy programs participated in this study. Students were asked to sort a Q-sample of 43 statements about the IPE dissection course derived from previous qualitative studies of the program. Using the centroid factor extraction and varimax rotation, three salient factors (groups) emerged, namely: (1) Anatomy IPE Enthusiasts, (2) Practical IPE Advocates, and (3) Skeptical IPE Anatomists. The Anatomy IPE Enthusiasts believed that students from different disciplines brought unique anatomical knowledge and each group member guided others through difficult material. The Practical IPE Advocates expressed that they would be stronger advocates for interprofessional teams in the future because of the course. The Skeptical IPE Anatomists strongly disagreed that learning with students from different disciplines helped them gain an understanding of their roles in the context of other healthcare professionals and felt that there was little benefit from the IPE program compared to other non-interprofessional programs. These findings about student attitudes are critical to drive an evidence-based evolution of the IPE dissection course, since students' perceptions can have a profound influence on interprofessional collaboration in the workplace. 相似文献
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Jamie Zibulsky Christine Casbar Tamar Blanchard Chelsea Morgan 《Psychology in the schools》2019,56(2):206-219
This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development. 相似文献
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The assessment of noncognitive traits is challenging due to possible response biases, “subjectivity” and “faking.” Standardized third-party evaluations where an external evaluator rates an applicant on their strengths and weaknesses on various noncognitive traits are a promising alternative. However, accurate score-based inferences from third-party evaluations requires disentangling score variance due to raters versus applicants by utilizing a multilevel factor analysis (MFA). To date, MFA is highly underutilized in the measurement field. In this study, we apply the MFA to analyze third-party evaluations using data from the Personal Potential Index (PPI). The PPI is a third-party measure used to evaluate graduate school applicants noncognitive traits to help inform admissions decisions. We analyzed 12,693 ratings of 6,249 applicants divided into two randomly selected subgroups. We conducted multilevel exploratory factor analysis with one subgroup and tested the hypothesized structure with the other subgroup. This work illustrates the advantages and challenges of using MFA approach to support the meaningful and valid interpretation of scores from third-party evaluations. 相似文献