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51.
Youth in grades 3, 6, 9, and 12 were interviewed about their beliefs regarding athletic excellence. A set of open-ended questions assessed beliefs about the source of athletic ability and the differences between excellent athletes and others. Respondents also rated excellent athletes on a checklist containing various physical, cognitive, emotional, and interpersonal traits. Younger children were less likely than adolescents to differentiate excellent athletes. All participants, but especially adolescents, attributed greater physical skills to highly competent athletes. All but the third graders thought excellent athletes were different from others in terms of cognitive skills (e.g., attention, concentration), and adolescents believed excellent athletes also differed from others in terms of attitudes (e.g., motivation, determination). Older males were more likely to believe that athletic excellence was due to natural ability, whereas older females were more likely to attribute excellence to early social support and facilitation. 相似文献
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Continuing education module-maternal calcium intake and metabolism during pregnancy and lactation 下载免费PDF全文
Calcium is an essential nutrient during pregnancy and lactation. Calcium contributes to bone development in the fetus and neonate and is considered a critical nutrient. Physiological changes in calcium metabolism occur during pregnancy and lactation. Some women may lose some of their bone density during pregnancy and/or lactation, and then regain it after the cessation of lactation. Implications for childbirth educators include content regarding the topic of calcium in their classes. 相似文献
54.
Gerald W. McLaughlin James R. Montgomery Dr. Leslie F. Malpass 《Research in higher education》1975,3(3):243-259
Chairmen at 38 state and land-grant institutions were found to be involved in three major roles: academic, administrative, and leadership. The academic role consists of duties of student involvement and research activities. Chairmen enjoy this role and report high emphasis on concurrent goals but feel frustrated in terms of time to pursue commensurate activities. The administrative role requires the majority of time and also contains some of the less desirable duties. In addition, administrative goals are seen as over-emphasized. The leadership role involves tasks related to academic personnel and program development. It is a major satisfaction realized by accepting the position of chairman. Developing abilities of faculty members and maintaining academic freedom are the two most important goals in this role. The respondents also made suggestions on changes and development programs which would improve their effectiveness. 相似文献
55.
Richard Watermeyer Pat Morton Jill Collins 《International Journal of Science Education》2016,38(9):1441-1458
This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures. 相似文献
56.
Shannon Criniti Betsy Crane Mark B. Woodland Owen C. Montgomery Sandra Urdaneta Hartmann 《American journal of sexuality education》2016,11(3):161-175
Despite patient demand for sexual health discussions with their physicians, sexuality instruction in residency is often lacking. This exploratory quantitative study assessed the amount and usefulness of sexuality instruction received by a sample of medical residents, as well as the residents' self-perceived readiness regarding addressing sexuality issues. Data were obtained through a self-administered survey with 130 resident respondents. The majority reported receiving little/no formal sexuality instruction. Many indicated that additional sexuality instruction would be useful in their practice. Although the majority reported comfort discussing sexuality, they reported rarely/never initiating these discussions. Recommendations for changes in graduate medical education programming are provided. 相似文献
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Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
59.
Six sequences in the development of hypothesis-testing conceptions are proposed, involving (a) interpretation of the hypothesis; (b) the distinction between using theories and testing theories; (c) the consideration of multiple possibilities; (d) the relation of theory and data; (e) the nature of verification and falsification; and (f) the relation of truth and falsity. An alternative account is then provided involving three global stages: concrete operations, formal operations, and a postformal “metaconstructive”stage. Relative advantages and difficulties of the stage and sequence conceptualizations are discussed. Finally, three families of teaching strategy are distinguished, which emphasize, respectively: (a) social transmission of knowledge; (b) carefully sequenced empirical experience by the student; and (c) self-regulated cognitive activity of the student. It is argued on the basis of Piaget's theory that the last of these plays a crucial role in the construction of such logical reasoning strategies as those involved in testing hypotheses. 相似文献
60.
In this article, we consider the ways in which family engagement practices foster sites of possibility for immigrant families in the public schools. As demographic change leads to a growing number of new immigrant destinations and amidst increasing hostility toward immigrant communities, educational institutions play an increasingly important role in supporting these students and their families. Drawing on a study of one school district’s partnership with a local university to identify and resolve engagement gaps between immigrant and nonimmigrant families, our article discusses asset-based approaches to family engagement practices. In addition to discussing district initiatives to engage immigrant families in 2-way communication and minimize barriers to participation, we also consider the role of university partners in building sites of possibility for immigrant youth and their families. We conclude with implications for expanded efforts to develop equitable family engagement practices in districts serving immigrant communities. 相似文献