Deirdre A. Brown  Charlie N. Lewis 《International Journal of Disability, Development & Education》2013,60(1):3-17

This study examines mock jurors’ perceptions of a young witness according to whether or not he was described as having an intellectual disability. Our study examined perceptions of a child witness younger (five or seven years) than previously studied. Mock jurors (n = 71) viewed a short video excerpt of a boy recalling a personally experienced event, and then rated him across nine domains of eyewitness ability. The boy was described as either having an intellectual disability or typically developing. Participants rated the child more negatively on dimensions relating to cognitive competence, but not trustworthiness, when he was presented as having an intellectual disability. Participants also watched the child answer a series of suggestive questions; when described as having an intellectual disability he was rated as less accurate in responding to these. The findings have implications for the involvement of children with intellectual disabilities within the legal system.  相似文献   

    

Jennifer Loertscher  David Green  Jennifer E. Lewis  Sara Lin  Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528

Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed.  相似文献   

    

John L. Lewis 《Teaching in Higher Education》2013,18(2):237-240

Designing for the needs of people with impairments has rarely been a significant feature of urban planning theory and education. Given the role of urban planners as shapers of the built environment and public policy, the prevalence of negative and misinformed attitudes among planners toward impaired populations has been highlighted as requiring study. This paper reports on the effectiveness of lecture-based awareness training and active impairment simulation activities with regard to their respective influence on the attitudes of urban planning students toward people with impairments. Using an established attitude assessment instrument (the Attitudes Toward Disablement Scale), pre and post-awareness training data were collected from 200 urban planning students. Results suggest that awareness training can result in significant attitude changes while, contrary to published literature and prior assumptions, impairment simulations have a moderate effect on student attitudes. The paper concludes with recommendations for planning education and professional practice.  相似文献   

    

Lewis Elton 《Tertiary Education and Management》2013,19(2):138-145

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Karron G. Lewis 《International Journal for Academic Development》2013,18(2):26-33

Abstract

Faculty (academic staff) development in the United States has grown from periodic sabbaticals, given to facilitate faculty members’ ability to keep up‐to‐date in their content areas, to full‐blown programmes designed to provide support to faculty members in all areas of their lives as academics. This paper will describe the evolution of faculty development programmes in the USA.  相似文献   

    

Jill Lewis 《School Leadership & Management》2013,33(3):297-306

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Steven Woltering  Marc D. Lewis 《Mind, Brain, and Education》2009,3(3):160-169

This article presents a model featuring two types of emotion regulation—reactive and deliberate—and discusses the developmental trajectory of both types. We argue that the later-developing capacity for deliberate control builds on and coevolves with earlier-developing reactive control. Findings from the field of developmental neuroscience are mapped onto this model. The focus is on specific neural \"hubs,\" such as the anterior cingulate cortex and the orbitofrontal cortex, which serve as epicenters for the coupling of cortical and subcortical processes. We propose that an increasing coordination between brain regions during emotional situations subserves more effective and efficient regulation with development. This framework can be used to explain different developmental pathways of regulatory styles that can, for example, lead to aggressive versus anxious modes of emotion regulation. The implications of this framework can help guide educational policy by supporting prevention and intervention strategies for children exhibiting difficulties with emotion regulation.  相似文献   

    

Morris Alan Okun  Anna Berlin  Jeanne Hanrahan  James Lewis  Kathryn Johnson 《教育心理学》2015,35(2):176-191

Supplemental instruction (SI) is a small-group, peer-mentored programme which is compatible with the learning preferences of American Indian students. We tested the hypothesis that SI is a compensatory strategy that reduces the differences in the grades earned in introduction to psychology by Euro-American and American Indian students. The sample consisted of 129 American Indian students and 4588 Euro-American students enrolled in introduction to psychology at a US university. As hypothesised, a multi-level model yielded a significant (p < .01) interaction between SI and ethnicity on course grade. Whereas for non-SI users, the gap between Euro-American and American Indian students was .71 grade points, for SI users, it was only .15 grade points. Strategies should be devised for increasing SI visits by students enrolled in introduction to psychology, particularly those who belong to American Indian tribes.  相似文献   

    

Steven Lewis 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):317-327

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Lewis M  Ramsay D 《Child development》2004,75(6):1821-1831

This study examined the relation of visual self-recognition to personal pronoun use and pretend play. For a longitudinal sample (N=66) at the ages when self-recognition was emerging (15, 18, and 21 months), self-recognition was related to personal pronoun use and pretend play such that children showing self-recognition used more personal pronouns and demonstrated more advanced pretend play than did children not showing self-recognition. The finding of a relation among these measures provides additional evidence that in the middle of the 2nd year of life a metarepresentation of self emerges in the human child.  相似文献