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991.
992.
After a first approach to analyze which is today's status of the history ofscience in high school Physics and Chemistry classes, we attempt to demonstrate that an appropriateintroduction of several aspects of History and Sociology of Science in our classes can operate asignificant improvement in pupils' image and attitudes in science and science teaching. We will show thatseveral groups of pupils from 15 to 17 can improve significantly their interest in science after at least a yearworking with papers containing many different activities that involve several historical aspects of science, like contextbiographies, original papers, reports on STS in history or videos showing the making and growth of major conceptsin P & C. 相似文献
993.
The report summarizes a presentation given at the 2015 NASIG conference. It outlines metadata used by Project CERES, a print preservation and digitization project supported by a partnership between the United States Agriculture Information Network and the Center for Research Libraries. It also outlines metadata guidelines used to disclose print holdings committed for preservation and provides tips on creating efficiencies in gathering the detailed issue level data and providing quality assurance for digitization. Gathering detailed metadata to support the preservation of print is an investment in the preservation of essential scholarly resources. Project CERES can be used as a model for other programs coupling preservation and digitization. 相似文献
994.
Scholarly publishing plays a pivotal role in the dissemination of research. While a great deal is known about the companies active in this sector, we need to know more about the employees of the firms that edit, produce, market, and distribute today's scholarly books and journals. To achieve this goal, the researchers conducted an international survey in late 2014 and early 2015 of approximately 6,121 scholarly publishing employees in 33 nations. The researchers received 828 usable questionnaires. Some of the substantive findings about the respondents include: 90.79% identified themselves as white; 85.07% worked in scholarly publishing for more than 5 years; 60% held graduate or professional degrees; and 49% worked in editorial departments. Key suggestions include the need for annual surveys of this type and that the majority of scholarly publishing firms need to address the issue of diversity. 相似文献
995.
Jessica Bradshaw Courtney McCracken Moira Pileggi Natalie Brane Abigail Delehanty Taylor Day Alexis Federico Cheryl Klaiman Celine Saulnier Ami Klin Amy Wetherby 《Child development》2021,92(6):2224-2234
Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention. 相似文献
996.
Donald N. Cardinal Amy Jane Griffiths Zachary D. Maupin Julie Fraumeni‐McBride 《Psychology in the schools》2021,58(1):124-140
This study is intended to enhance our understanding of the dramatic increase in autism prevalence rates across the United States. A robust national and multistate sample of children and youth (5–22 years of age) was gathered and analyzed, using visual and statistical analysis of autism eligibility over a 15‐ to 17‐year period. Although the impact of environmental or genetic influences cannot be entirely ruled out, we identified significant shifts in eligibility trends that substantially contribute to the remarkable increase in autism prevalence. Assessment procedures and criteria for autism have sustained an indelible influence from this diagnostic migration, which has had a lasting impact on public schools. We use this information to provide meaningful implications for practicing psychology in the schools. 相似文献
997.
Amy M. Romano 《The Journal of perinatal education》2008,17(4):52-56
In this column, the author summarizes four research studies relevant to normal birth. The topics of the studies summarized include the effect of obstetrician anxiety on cesarean surgery rates, the risks of routine membrane sweeping, beneficial effects of doula care for middle-class women, and the lack of reliability of continuous electronic fetal monitoring tracings. 相似文献
998.
Donna Cross Leanne Lester Natasha Pearce Amy Barnes Shelley Beatty 《The Journal of educational research》2018,111(3):255-267
Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying. 相似文献
999.
J.?Randy?McGinnisEmail author Tad?Watanabe Amy?Roth?McDuffie 《International Journal of Science and Mathematics Education》2005,3(3):407-428
This study was conducted in a reform-based mathematics and science teacher education program in the USA, the Maryland Collaborative
for Teacher Preparation(MCTP). The goal of the undergraduate program was to prepare upper elementary/middle level specialists
in mathematics and science. One significant aspect of the MCTP was the expectation that the program's professors (in mathematics
and science) would model a new vision of effective pedagogy based on reform-based recommendations. We determined, in general,
that the program's mathematics and science content professors accepted the dual role of modeling effective instruction at
the same time they were delivering content. However, this dual responsibility raised in their minds an ‘issue of appropriate
balance’ between content and pedagogical foci in their courses. Previously, the professors' had not questioned a focus heavily
tilted toward content coverage. We also determined that the program's teacher candidates believed that the mathematics and
science professors modeled effective instruction. One of the primary reasons that the teacher candidates believed that their
professors were modeling effective instruction was that the focus in the courses was primarily on conceptual understanding,
not memorization. A major implication was that the professors' modeling of reform-based instruction prompted the teacher candidates
to develop a new vision of mathematics and science teaching shaped by their professors' example. 相似文献
1000.
This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students’ use of cognitive strategies. Overall correlations were small (metacognitive processes, r?=?0.20; cognitive strategies, r?=?0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed. 相似文献