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241.
K Hull KS Montgomery P Vireday K Kendall-Tackett 《The Journal of perinatal education》2011,20(4):226-232
This column features excerpts from a recent series of articles from the Lamaze International research blog, Science & Sensibility. The eight-part series examined the issue of maternal obesity from various perspectives, incorporating writings from Kimmelin Hull, a physician assistant, a Lamaze Certified Childbirth Educator, and the community manager of Science & Sensibility; Kristen Montgomery, a nursing professor at the University of North Carolina-Charlotte; Pamela Vireday, a childbirth educator and blogger; and Kathleen Kendall-Tackett, a health psychologist, lactation consultant, and writer/speaker. The authors of the blog series, titled "Maternal Obesity from All Sides," reviewed current research about risks associated with maternal obesity as well as the humanistic issues and lived experiences of pregnant women of size. 相似文献
242.
Mehmet Aydeniz Kristen Baksa Jane Skinner 《Journal of Science Education and Technology》2011,20(4):403-421
The purpose of this study was to understand the impact of an apprenticeship program on high school students’ understanding
of the nature of scientific inquiry. Data related to seventeen students’ understanding of science and scientific inquiry were
collected through open-ended questionnaires. Findings suggest that although engagement in authentic scientific research helped
the participants to develop competency in experimentation methods it had limited impact on participants’ learning of the implicit
aspects of scientific inquiry and NOS. Discussion focuses on the importance of making the implicit assumptions of science
explicit to the students in such authentic scientific inquiry settings through structured curriculum. 相似文献
243.
Decisions about how to support the development of young children’s social competence must be made on the basis of knowledge
of important competencies to be developed, as well as effective strategies to support those competencies. This paper combines
a broad-definition model of components of social competence (Kostelnik, Stein, Whiren, Soderman, & Gregory, 2002) with a continuum model of support strategies ranging from most to least naturalistic (Kemple, 2004). Illustrations of specific strategies to support particular competencies are provided. 相似文献
244.
This study examined the development of uncertainty monitoring in early childhood. Specifically, this study tested the prediction that preschoolers can reflect on their sense of certainty about the likely accuracy of their decisions, and it examined whether this ability differs across domains. Three-, 4-, and 5-year-olds (N = 74) completed a perceptual identification and a lexical identification task in which they reported whether they were certain or uncertain about their answers. Results showed that even 3-year-olds provided confidence judgments that discriminated accurate from inaccurate responses, but this discrimination increased with age. Furthermore, results suggest that 3-year-olds primarily rely on response latency to assess certainty, whereas older preschoolers do not. Overall, these findings suggest that uncertainty monitoring emerges and develops during the preschool years. 相似文献
245.
Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender
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Gabrielle H. Rocchino Bridget V. Dever Alana Telesford Kristen Fletcher 《Psychology in the schools》2017,54(9):905-917
This study examines academic self‐efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self‐efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low‐income high school students who completed self‐report measures on the constructs of interest. Academic self‐efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self‐efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self‐efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. 相似文献
246.
Sarah Johnsen Kristen Watson Bradley T. Erford Stephanie A. Crockett Rebekah Byrd 《Counselor Education & Supervision》2021,60(1):22-34
Patterns of articles published in Counselor Education and Supervision from 2000 to 2019 were reviewed, and analyses sought to identify trends over time in author characteristics (e.g., gender, work setting, leading individual contributors and universities) and article characteristics (e.g., type, topic, research design, sample size, participant type, statistical procedures used). 相似文献
247.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
248.
Kristen R. Stephens 《Psychology in the schools》2020,57(10):1640-1651
Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is “inclusive stakeholder engagement” (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately—both academically and socio-emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations. 相似文献
249.
250.
India is a country of unparalleled diversity within both the cultural and ecological spheres of life. This paper examines
the author’s experience exploring and inquiring into the mental health implications of mining and mining induced displacement
within several Adivasi (tribal) communities in Andhra Pradesh, India. Through collaboration with Samata, a local Non-Government
Organization (NGO), a qualitative pilot study was conducted to explore potential effects of mining on three communities that
have been threatened by mining for a number of years. A particular focus is paid to women and the unique challenges they currently
face. 相似文献