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131.
132.
Michael J. Reiss 《Studies in Science Education》2013,49(2):157-186
I begin by examining the natures of science and religion before looking at the ways in which they relate to one another. I then look at a number of case studies that centre on the relationships between science and religion, including attempts to find mechanisms for divine action in quantum theory and chaos theory, creationism, genetic engineering and the writings of Richard Dawkins. Finally, I consider some of the pedagogical issues that would need to be considered if the science/religion issue is to be addressed in the classroom. I conclude that there are increasing arguments in favour of science educators teaching about the science/religion issue. The principal reason for this is to help students better to learn science. However, such teaching makes greater demands on science educators than has generally been the case. Certain of these demands are identified and some specific suggestions are made as to how a science educator might deal with the science/religion issue. 相似文献
133.
Heidemarie K. Laurent Leslie D. Leve Jenae M. Neiderhiser Misaki N. Natsuaki Daniel S. Shaw Philip A. Fisher Kristine Marceau Gordon T. Harold David Reiss 《Child development》2013,84(2):528-542
Child hypothalamic pituitary adrenal (HPA) activity was investigated as a moderator of parental depressive symptom effects on child behavior in an adoption sample (n = 210 families). Adoptive parents' depressive symptoms and child internalizing and externalizing were assessed at 18, 27, and 54 months, and child morning and evening HPA activity measured through salivary cortisol at 54 months. Children's daily cortisol levels and day‐to‐day variability were tested as moderators of longitudinal associations between parent and child symptoms at within‐ and between‐family levels. Mothers' symptoms related directly to child internalizing, but child evening cortisol moderated effects of fathers' symptoms on internalizing, and of both parents' symptoms on externalizing. Different paths of within‐family risk dynamics versus between‐family risk synergy were found for internalizing versus externalizing outcomes. 相似文献
134.
Misaki N. Natsuaki Leslie D. Leve Gordon T. Harold Jenae M. Neiderhiser Daniel S. Shaw Jody Ganiban Laura V. Scaramella David Reiss 《Child development》2013,84(5):1750-1765
This investigation examined the mutual influences between structured parenting and child social wariness during toddlerhood using a longitudinal adoption design. The sample consisted of 361 adoption‐linked families, each including an adopted child, adoptive parents, and a birth mother. Heightened social wariness in children at age 18 months predicted reduced levels of observed structured parenting (i.e., less directive parenting with fewer commands and requests) in adoptive mothers at age 27 months. Adoptive fathers' lower structured parenting at age 18 months predicted subsequent elevation in child social wariness. Birth mothers' history of fear‐related anxiety disorders was not associated with child social wariness. Findings highlight the role of dynamic family transactions in the development of social wariness during toddlerhood. 相似文献
135.
The authors review and integrate certain diverse theories to explain and suggest appropriate interventions for difficulties in socioemotional functioning experienced by many deaf persons. These diverse perspectives include a hierarchical circular systems approach, psychosocial stage theory, social learning theory, and representational models, or evolving expectancies of others. These perspectives, which can facilitate understanding of social behaviors and development and lead to improved interventions, provide background for a 3-level model proposed in the article. The model focuses on the relationship between the deaf person and the proximal social environment. The model's first level takes into account intrapsychic processes such as self-concept; the second highlights reciprocal interactions between the person and the social environment. The third describes the resulting memories and expectancies that develop and evolve and that influence the person's previous intrapsychic thoughts, feelings, and perceptions. These, in turn, affect social interactions, in a recurrent, spiraling fashion. This hierarchical model can be used as a framework for concurrent or sequential interventions with Deaf people. 相似文献
136.
A school‐based programme designed and run by the New Zealand Ministry of Transport Education Division and school personnel to increase the use of safety helmets by pupils at an inner city intermediate school was evaluated. The three phase intervention consisted of: information on the benefits of safety equipment, instruction modules focused on road safety and helmet use in several curriculum areas, and random prizes for wearing safety helmets. Direct observation at the target school and the notreatment control school served as the primary dependent measure. Across time a statistically significant difference in helmet usage was evident in the experimental but not the control school. Implications of this study for cyclist safety are discussed. 相似文献
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138.
This paper reports a study that aimed to investigate the perspectives of educational psychologists (EPs) and speech and language therapists (SLTs) about collaborative practices across these two services, to identify any barriers to collaboration and to explore how these could be overcome. The views of EPs and SLTs in two local authorities were sought using a questionnaire. Data analysis identified differences relating to professional and attitudinal issues, revealing divergent views about assessment and resource allocation. Communication difficulties were also identified. Approaches to develop effective collaborative practice are discussed and the importance of creating opportunities to deliver joint training in schools is highlighted. 相似文献
139.
140.
Lexie Grudnoff Mavis Haigh Vivienne Mackisack 《Asia-Pacific Journal of Teacher Education》2017,45(2):180-193
The study that provides the context for this article developed from a major overhaul of the practicum in an undergraduate initial teacher education degree in which practicum roles and relationships were re-envisaged. The aim was to reinvigorate university–school practicum relationships through the collaborative development of a practicum where teacher professional knowledge and university scholarly knowledge could come together in the service of student teacher learning. The article reports a qualitative study involving 72 participants from one university and four primary schools. Analysed through the lens of “third space” the findings indicated that relationship and role transformations undertaken by the participants, along with collaborative practice during the practicum, were key to reinvigorating the practicum. In the discussion, we examine the main factors that contributed to the development of a “third space” between the university and participating practicum schools, and also note some cautions related to this development. 相似文献