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91.
Caroline V. Owens 《Journal of Early Childhood Teacher Education》2013,34(4):333-336
This article reports on a qualitative research project that examined ways in which pedagogical discourses within an early childhood education college preparation program construct a universal identity of the “good early childhood educator.” Drawing upon theoretical explanations of the concept of difference in professional identification, a discursive analysis of the research participants' views indicates that the good early childhood educator is, on the whole, perceived as possessing a single, normative identity that is decontextualized from social relations. Cultural differences are simultaneously recognized, managed and denied through several discursive moves. If, however, diversity in the early childhood education (ECE) workforce is desired, then recognition of the value of difference needs to be integral and central to the construction of a professional early childhood educator identity, so that new social relations in the classroom can be structured. 相似文献
92.
Major Laurence E. Owens USAF 《Research quarterly for exercise and sport》2013,84(4):461-469
Abstract This study was undertaken to determine the status of the health and physical education program for boys in 101 Ohio secondary schools and to determine the relationship of school size, community size, accreditation, geographic area, type of school district, and consolidation to this status. According to the results of this study, accreditation and school size have considerably more influence upon the quality of the program than any other factor studied. Schools enrolling 500–999 students have a significantly better health and physical education program than schools enrolling less than 500 students. Enrollment above 1,000 tends to have a slight negative influence upon the quality of the program. 相似文献
93.
Patricia M. Burbank Norma J. Owens John Stoukides E. Belle Evans Marie M. Leinhaas Joann M. Evans 《Educational gerontology》2013,39(6):451-472
Almost all of the emphasis within interdisciplinary education in geriatrics has focused on the training of clinical teams, to the exclusion of an appreciation for the unique issues facing educational teams. This paper explores the perils and payoffs of the development and implementation of an interdisciplinary curriculum by an inter-institutional faculty team at the Rhode Island Geriatric Education Center (RIGEC). Following a discussion of the principles and concepts guiding the development of the curriculum - an interdisciplinary team approach, a goal-based focus, and continuous quality improvement - the structure and implementation of the curriculum development are described. Special attention is directed toward process and outcome evaluation issues. Lastly, recommendations related to the educational team process are suggested as guidelines for faculty developing academic teams in gerontology and geriatrics. Overall, the unique and multifaceted challenges of educational teams are highlighted and lessons learned from the RIGEC experience summarized. 相似文献
94.
Patrick C. Kennicott Herbert H. Brown Mason A. Hicks William H. Owens Robert R. Boren John T. Rickey 《Communication quarterly》2013,61(4):87-93
POLITICS AND COMMUNICATION. By Richard R. Fagen. Boston: Little Brown, 1966. pp. x+162. Paper $2.50. THE NEW POLITICS. By James M. Perry. New York: Clarkson N. Potter, Inc., 1968. pp. viii+230. $4.95. THE LIFE OF POLITICS. By Henry Fairlie. New York: Basic Books, Inc., 1968; pp. 271. $5.95. THE GREAT SOCIETY. By Glenn R. Capp, Dickenson Publishing Company, Inc., Belmont, California, 1967, pp. 195. POLITICS AND POWER: THE UNITED STATES SENATE, 1869–1901. By David J. Rothman. Cambridge, Mass.: Harvard University Press, 1966. pp. 348. $6.95. DIRTY POLITICS. By Bruce L. Felknor. New York: W. W. Norton & Company, Inc., 1966; pp. 295, $5.95. QUOTEMANSHIP: THE USE AND ABUSE OF QUOTATIONS FOR POLEMICAL AND OTHER PURPOSES. By Paul F. Boiler, Jr. Dallas: Southern Methodist University Press, 1967; pp. xiii+454. $7.95. LANGUAGE AND POLITICS. By Thomas P. Brockway, ed. Boston: D. C. Heath and Company, 1965. pp. 97+ study aids. Paper $1.50. THE WORD WAR. By Thomas C. Sorensen (Foreword by Robert F. Kennedy) New York: Harper and Row, Publishers, 1968; pp. xi+337. BULLETIN FROM DALLAS: THE PRESIDENT IS DEAD. By John B. Mayo, Jr. New York: Exposition Press. 1967; pp. 157. $6.00. POLITICAL TELEVISION. By Bernard Rubin. Belmont, California: Wadsworth Publishing Company. 1967; pp. 200. $4.50. ETHICS OF SPEECH COMMUNICATION. By Thomas R. Nilsen. Indianapolis: Bobbs‐Merrill, 1966; pp. xii+98. Paper $1.25. SENATOR FULBRIGHT: PORTRAIT OF A PUBLIC PHILOSOPHER. By Tristram Coffin. New York: E. P. Dutton and Company, 1966; pp. 378. $6.95. AN ANALYSIS OF LINCOLN AND DOUGLAS AS PUBLIC SPEAKERS AND DEBATERS. By Lionel Crocker. Springfield, Illinois: Charles C. Thomas, 1968, pp. 550. $16.50. 相似文献
95.
Patrick A. Owens 《Behavioral & Social Sciences Librarian》2013,32(3):21-32
This study of online searching experience in one industrial and labor relations library is the result of five years data collection activity with respect to bibliographic files accessed. A ranking is provided of the ten most frequently searched files, as is commentary on the pattern which emerges from this analysis. 相似文献
96.
Daniel G. Webster Myles H. Williams Roger D. Owens Vance B. Geiger Donald A. Dewsbury 《Learning & behavior》1981,9(2):173-177
The digging behavior of 12 taxa of muroid rodents was observed on sand and peat substrates. Overall, significantly more digging was performed on peat than on sand. The percentage of animals of each taxon that dug was found to be positively correlated with both the duration of digging and the number of bouts of digging and negatively correlated with latency to dig. Differences across taxa in the duration of digging were correlated with field observations of the nesting behavior of these taxa; taxa that frequently utilize subterranean nest sites exhibited more digging than those that do not. The motor patterns used in digging are described;Mus musculus was the only species that appeared to exhibit a unique digging pattern. Digging behavior appears to be a pattern that is readily elicited in the laboratory, related to behavior in the field, and appropriated for further laboratory study. 相似文献
97.
98.
Professionals' attributions of censure in father-daughter incest 总被引:1,自引:0,他引:1
Despite the recent increase in interest in the area of child sexual abuse, few studies have explored the attitudes of professionals involved in working with children. The present study investigates variables relating to the attribution of censure by two professional groups (teachers and social workers), to a victim of father-daughter incest, the father, and nonparticipating mother. Subjects were given one of four brief histories of a 14-year-old girl who had been sexually abused by her father. Cases varied according to whether the child had/had not resisted her father's advances and whether she had/had not had other sexual experiences. Subjects then completed a questionnaire and indicated the extent to which they attributed censure to the child, her mother, and father, and the extent to which they believed she would be affected by her experiences. Results showed that responses were influenced by the level of resistance, other sexual experiences, and respondents' sex and occupation. 相似文献
99.
100.
Janine P. Stichter Melissa J. Herzog Sarah A. Owens Emily Malugen 《Psychology in the schools》2016,53(6):583-600
Despite the movement toward identification of evidence‐based practices (EBPs), there is a discrepancy in the availability of school‐based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school‐based Social Competence Intervention for Adolescents (SCI‐A) curriculum. School personnel were trained to implement SCI‐A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI‐A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed. 相似文献