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A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder 下载免费PDF全文
Edward D. Barker Esther Walton Charlotte A.M. Cecil Richard Rowe Sara R. Jaffee Barbara Maughan Thomas G. O'Connor Argyris Stringaris Alan J. Meehan Wendy McArdle Caroline L. Relton Tom R. Gaunt 《Child development》2018,89(5):1839-1855
In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong). 相似文献
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Felicity McArdle 《The Australian Educational Researcher》2012,39(1):91-106
It would be a rare thing to visit an early years setting or classroom in Australia that does not display examples of young
children’s artworks. This practice serves to give schools a particular ‘look’, but is no guarantee of quality art education.
The Australian National Review of Visual Arts Education (, 2009) has called for changes to visual art education in schools. The planned new National Curriculum includes the arts (music,
dance, drama, media and visual arts) as 1 of the 5 learning areas. Research shows that it is the classroom teacher that makes
the difference, and teacher education has a large part to play in reforms to art education. This paper provides an account
of one foundation unit of study (Unit 1) for first year university students enrolled in a 4-year Bachelor degree program who
are preparing to teach in the early years (0–8 years). To prepare pre-service teachers to meet the needs of children in the
twenty-first century, Unit 1 blends old and new ways of seeing art, child and pedagogy. Claims for the effectiveness of this
model are supported with evidence-based research, conducted over the 6 years of iterations and ongoing development of Unit
1. 相似文献
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Karen McArdle Jacinta Birchley Jayne Bruce Alison Hurrell Sandra Paterson Mary Stephen 《Educational Action Research》2015,23(1):68-84
Using participatory action research (PAR), this paper explores the ethical practice of students engaged in practitioner research in a higher education context. Using narrative enquiry, the paper explores the participants’ experiences of practitioner research, including ethical dilemmas that resulted from a conflict of values between the practitioner and research roles. We postulate a multi-dimensional approach to ethical practice known as ‘ethical posture’ emerging from our consideration of conceptions of inquiry that resulted in contrasting ethical behaviour. 相似文献
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Abstract The relationship between organ weight and swimming capacity was determined in 42 male albino rats. Upon completion of a 4-week training program, the animals were forced to swim to exhaustion with 2 percent of the body weight attached. They were sacrificed and specific gravity and organ weights determined. The results warrant the following conclusions: A significant (p < .05) but low correlation exists between the relative weight of the spleen and lungs with swimming performance. The correlation of relative heart weight and swimming performance approached statistical significance (p < .06). Attaching a weight proportional to the body weight to increase the energy cost of swimming penalizes the heavier animals. Correcting for the inverse relationship between body weight and swim time does not alter appreciably the relationships between organ weights and swim time. 相似文献
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When conducting longitudinal research, the investigation of between-individual differences in patterns of within-individual change can provide important insights. In this article, we use simulation methods to investigate the performance of a model-based exploratory data mining technique—structural equation model trees (SEM trees; Brandmaier, Oertzen, McArdle, & Lindenberger, 2013)—as a tool for detecting population heterogeneity. We use a latent-change score model as a data generation model and manipulate the precision of the information provided by a covariate about the true latent profile as well as other factors, including sample size, under the possible influences of model misspecifications. Simulation results show that, compared with latent growth curve mixture models, SEM trees might be very sensitive to model misspecification in estimating the number of classes. This can be attributed to the lower statistical power in identifying classes, resulting from smaller differences of parameters prescribed by the template model between classes. 相似文献
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Karen McArdle Sue Mansfield 《Discourse: Studies in the Cultural Politics of Education》2013,34(1):107-117
This article seeks to promote the generation of a discourse of the postmodern community work professional. A shared discourse will lead, we propose to shared capital. We argue that there is a tension between the modern and postmodern for those of us engaged in the profession of community learning and development (CL&D). We need to value reflexivity which allows the community worker to make sense of multiple discourses and to make the transition from modernism to postmodernism. We need in the CL&D profession to recognise that Marxist principles that we espoused in the 1980s may be enhanced by a new theoretical base that still values change. 相似文献
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Felicity McArdle Erica McWilliam 《International journal of qualitative studies in education》2013,26(3):323-336
This paper seeks to make trouble for the metaphor of ‘balance’ in early childhood education research, drawing on the arguments of Gore (, ), Haraway (), McWilliam (), and a study (McArdle, ) that was designed to focus not only on teacher practice, but also to inquire into ways of speaking teacher practice. Our rationale for trouble‐making is to ask questions about the way that the imperative to ‘balance’ disallows the investigation of pedagogy as a more complex field of practice, one that is inevitably riddled with unresolved and unresolvable contradictions and tensions. To understand how it is possible to think structure as freedom, we are forced to refuse any neat distinction between what enables and what constrains (McWilliam, ). For Haraway (), inquiry is ‘blasphemous’ when it refuses to ‘see’ practices in terms of the possibility of resolution, focusing instead on the irony of their unresolvability. 相似文献