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Search Results: 1 - 10 of 3495 matches for " Ann Stes "
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Examining the Cross-Cultural Sensitivity of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch Version
Ann Stes, Sven De Maeyer, Peter Van Petegem
PLOS ONE , 2013, DOI: 10.1371/journal.pone.0054099
Abstract: The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) is used to examine students’ study approaches in higher education. The questionnaire assumes to measure two factors: a deep and a surface study approach. Analyses into the validity and reliability of the original English R-SPQ-2F yielded positive results. In this study, we examined the degree to which these positive results can also be found for the Dutch version that we developed. By comparing our results with the results of earlier studies in different cultures, we conclude cross-cultural sensitivity is an important point to be borne in mind when using the R-SPQ-2F. Our research supports the validity and reliability of our Dutch version of the R-SPQ-2F.
Risk and Protective Factors in Child Development and the Development of Resilience  [PDF]
Ann Buchanan
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.24025
Abstract: It was the distinguished UK psychiatrist, Professor Sir Michael Rutter, who first promoted the idea that there were risk and protective factors within the wider ecological framework of the child which profoundly influenced the child’s development. This paper based on 20 years of research at the Centre for Research into Parenting and Children at University of Oxford will explore some of these risk and protective factors and demonstrate how it is possible to artificially create protective conditions for those children who do not have them naturally, and to promote their resilience, so necessary in this fast changing world.
The Impact of Declining Fertility on Children, Parents and Policy  [PDF]
Ann Buchanan
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.29052
Abstract: This paper, based on an international study of declining fertility, highlights the impact on children, parents and policy. Though in general, fewer children per family, are associated with young people’s increased health, well-being and education, the increase in the numbers of elderly will put pressure on women to carry the burden of, not only caring for their young, but also large numbers of elderly relatives, while at the same time contributing to a declining work force. Although there is little evidence that lone children do worse than children from a two-child family, the pressure on young people is great as they bear the hopes and aspirations of their family members and their societies to fill the gap in a world with fewer children. The paper concludes that social policy the world over will need to be alert to the impact of changing demography and the importance of investing in children so that they can contribute in a future world where they will be at a premium.
Recent Studies on Nutrition and Parkinson’s Disease Prevention: A Systematic Review  [PDF]
Ann Gaba
Open Journal of Preventive Medicine (OJPM) , 2015, DOI: 10.4236/ojpm.2015.55023
Abstract: Introduction: Parkinson’s disease (PD) is a chronic progressive movement disorder, affecting primarily people over sixty years of age. With aging populations, some estimates indicate as many as nine million people will be impacted by this disease by 2030. Thus it is imperative to identify means of prevention, delay of onset, and management of symptoms. Many elements of diet and nutrition have been investigated to accomplish these goals. This review will examine recent studies of potential diet and nutrition factors and PD incidence. Methods: A PubMed Search was conducted using the keywords “Parkinson, prevention and nutrition”, and “Parkinson, prevention, and diet.” Search parameters were limited to articles published in English, and published between 2005 and February 2015. Results: Nineteen studies were selected for closer evaluation, with twelve ultimately included in the analysis. Selected papers all included large samples (N > 200), comparisons of individuals with and without diagnosed PD and detailed descriptions of how nutritional intakes were assessed. Conclusions: Several specific dietary components emerged as being of potential importance in PD prevention. Dairy products, most specifically liquid whole milk, were identified as increasing PD risk. Coffee and black tea, but not green tea, seemed to be protective, most likely due to their caffeine content. Vegetables from the solenaceae?family, specifically peppers, had a protective effect, possibly due to their nicotine content. Mediterranean diet adherence, with a relatively high intake of vegetables, may also be protective. The role of dietary fats is not yet clear. Dietary cholesterol was found to be protective in men, but not women, with dietary mono-unsaturated fatty acids being protective in women but not men. These results are consistent with a preliminary report for the 2015 US Dietary Guidelines, which addresses diet and risk of neurodegenerative disorders for the first time.
Creativity: Cultural Capital in the Mathematics Classroom  [PDF]
Rae Ann Hirsh
Creative Education (CE) , 2010, DOI: 10.4236/ce.2010.13024
Abstract: Contemporary students face unique economic, environmental, and humanitarian challenges. The problem solving required to address these challenges requires solutions that have never been thought of before. In order to tackle these problems, teachers must challenge the traditional problem solving methodologies used in math classes and encourage new problem solving strategies through incorporation of the arts and facilitating of creative problem solving. This article will explore the research surrounding creativity, the arts, and creative problem solving and suggest future applications of creativity in the mathematics classroom.
The Perception of Web 2.0 Technologies on Teaching and Learning in Higher Education: A Case Study  [PDF]
Stacia Ann Zelick
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2010
Abstract:

The purpose of this study was to examine faculty members'perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods in programs at a higher education institutions to establish if relationships prevailed in their delivery of courses through the use of Web 2.0 technologies compared with traditional classroom delivery of courses; their overall satisfaction; the level of faculty development programs available; and their perceived effectiveness and impact of faculty development and issues and barriers affecting technology integration. This study also examined the influence of gender, age, and employment status on faculty members’ perceptions of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. This study used a nonexperimental, quantitative descriptive research design to investigate faculty members’ perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. Participants for this study included full-time and part-time faculty members teaching at a public university in the United States. The results indicated that there is a relationship between faculty members’ perception of teaching college courses utilizing Web 2.0 technologies versus traditional classroom method; there is a relationship between faculty members’ gender and perception regarding their use of Web 2.0 technologies in their courses; and there was a relationship between faculty members'age and perception regarding their use of Web 2.0 technologies in their courses.

Leaving Home? Global Education Strategies  [PDF]
Mary Ann Tétreault
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.62010
Abstract: College in much of the West is the formal site of higher education but what is expected from college is education more broadly conceived. The university is a place where students come to learn but it also is a collection of spaces where informal learning builds their capacities to create and perform on a larger stage than family and neighborhood. The public sphere constituted by the university is sheltered, but students are still exposed to individuals from different backgrounds and encouraged to expand their horizons to embrace concerns that lie outside the interests and competence of their families and neighborhoods. The adults and peers who surround them make demands that each student must either accommodate or resist. How to make these choices is an important element of both “global education” and the transition to adulthood. Some of this informal learning is accomplished through leaving home to join a university community. Here I examine the structures and practices that influence informal student learning where the relative impact of the home and the university differ. I also look at three study-abroad programs, arguing that the spaces and places of education in a foreign country remain influenced by the cultural values of home and home institutions. My purpose is to evaluate the extent to which these universities and programs prepare graduates for life in a globalized world, and to determine some of the reasons lying behind the differences.
Multilingual Students Strategies for Participation in Language Contexts
—Students Tell about Language, Language Development and Language Competence in a School Practice
 [PDF]

Ann-Christin Torpsten
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.85053
Abstract: In order to increase knowledge and understanding of school as language practice, a life story approach is used to study multilingual pupils’ narratives about their nine years in compulsory school. Texts with the heading My School Years are interpreted. Experiences of being outside and initially lacking access to the linguistic contexts in school as well as approaches to linguistic competence or incompetence emerge from the analysis. The pupils’ overall language potential is invisible. Other findings are efforts toward what can be described as linguistic uniformity, school and education and development of the pupils’ social and cultural capital and linguistic competence.
Innovations in Leadership Development: Centering Communities of Color  [PDF]
Ann Curry-Stevens
Open Journal of Leadership (OJL) , 2018, DOI: 10.4236/ojl.2018.74016
Abstract: With innovative funding from a large local foundation, communities of color in Portland, Oregon developed an array of leadership programs to serve communities of color. This article shares the models they developed, including overviews of curriculum, theories of change, and concrete evidence-based gains achieved by the programs. Innovations include a leadership model that is rooted in community leadership, and the emergence of community priorities to guide the programs, alongside culturally-specific programs that are effective in reaching and supporting the participation of emerging and existing leaders of color. Community priorities included advocacy engagement that resulted in achieving real gains during the yearlong program, and preparing leaders to engage in racial equity work in public and institutional policy after graduation. Highlighted are the distinct assets of culturally specific programs that were perceived to be responsible for achieving significant gains. Conclusions emphasize the importance of culturally specific leadership programs for reaching and centering leaders of color and the ways that such investments hold potential to lead equity efforts in the community and in organizations. Avenues for strengthening programs and their evaluation conclude the article.
Mathematics and Puppet Play as a Method in the Preschool Teacher Education  [PDF]
Mirella Forsberg Ahlcrona, Ann ?stman
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.910113
Abstract: This study explores students’ perceptions and understanding of mathematics as a subject and using aesthetic expressions in their own mathematics teaching in preschool, more specifically, with puppet play as a method. In all teacher education in Sweden, mathematics in preschool?is?taught in different ways,?which means that the teaching about the aesthetic possibilities as a part of the teaching of mathematics in preschool varies. The main purpose of the study has been to investigate students’ mathematical development in preschool practice based on the changes made in the educational and methodological implications during teacher education. The data collection consists of texts from 73 students. The qualitative content analysis focuses on the students’ descriptions of understanding and meaning of mathematics and aesthetics in their own teaching with the children. The results show that the methodological implications in the courses organization and structure enabled a variation of qualitative changes in the students perceptions and beliefs about mathematics and aesthetics, but also that the conceptual languages?of mathematics could be varied and concretized by new methodological strategies.
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