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Sign language delays in deaf 3-to 5-year-olds with hearing parents

JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024年第1期30卷 41-59页

作者： Morere, Donna A. Allen, Thomas E. Gallaudet Univ Dept Psychol Washington DC USA Gallaudet Univ Sci Learning Ctr Visual Language & Visual Learning Washington DC 20002 USA Gallaudet Univ Educ Neurosci Program Washington DC 20002 USA Gallaudet Univ Washington DC USA

Deaf children of hearing parents (DOH) are at risk for early language delays (ELD) due to environmental and etiological factors, compounding the previously reported higher incidence of ELD in deaf children of deaf parents (DOD) compared to the general population. Archival data from the online database of the Visual Communication and Sign Language Checklist yielded 147 ratings of DOH 3- to 5-year-old children whose parents reported American sign language (ASL) being used in the home at least equally to spoken language. Research goals included (1) examining the incidence of ELD in this cohort, (2) investigating differences in outcomes based on the scaling method used, (3) exploring patterns among the ratings of DOH children identified with ELD, (4) comparing the DOH outcomes to published DOD data, and (5) investigating differences between ratings and individual children. The DOH outcomes suggested an incidence of ELD twice that of the previous DOD sample, with a higher percentage of more severe delays. Even DOH children not identified with ELD demonstrated less well-developed ASL skills than their DOD peers. This emphasizes the need for ongoing monitoring of early ASL skills to allow for early identification of needs and adjustment of interventions to address ASL development.

关键词： assessment and testing birth to five early childhood language sign language

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Educational Experiences and Teacher Faith Integration Self-Efficacy in PreK-12 Mennonite Schools in North America

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RELIGIOUS EDUCATION 2024年第4期119卷 338-349页

作者： Yoder, Paul J. Wiens, Peter Shultz, Ronald M. Chou, Annie Eastern Mennonite Univ Teacher Educ Program Harrisonburg VA 22802 USA Univ Nevada Las Vegas Dept Teaching & Learning Las Vegas NV USA

Educators at religious preK-12 schools attempt to integrate their faith into their teaching. Yet there is limited empirical study about how faith integration self-efficacy may develop. This study examines the relationships between the faith integration self-efficacy of educators at Mennonite preK-12 schools and their past educational experiences and initial teacher education. Regression analysis of survey responses indicates that the quality of initial teacher education is associated with educators' faith integration self-efficacy. However, having attended a Mennonite preK-12 school or a Christian undergraduate institution were not predictive of faith integration self-efficacy. Discussion of results highlights implications for educators and future research.

关键词： Christian education faith integration initial teacher education Mennonite education survey

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The Ethics of GenAI Use and Reliance in Nursing Education: Are We Harming Each Other?

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Teaching and learning in Nursing 2025年第3期20卷 203-205页

作者： Fontenot, Justin Jay, Lexi Tulane University School of Medicine Program of Nursing Teaching and Learning in Nursing New Orleans LA United States The Corporate Nurse LLC Atlanta GA United States

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Supporting teachers to lead invention education with high school students

Quality Education for All

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Quality Education for All 2024年第1期1卷 326-347页

作者： Skukauskaite, Audra Couch, Stephanie Renee Learning Sciences and Education Research University of Central Florida Orlando FL United States Lemelson-MIT Program Massachusetts Institute of Technology Cambridge MA United States

Purpose: The purpose of this study was to examine ways high school educators new to invention education (IvE) pedagogy can develop confidence in their ability to facilitate high school students’ work as part of this transdisciplinary (STEM+) problem-based approach to teaching. Design/methodology/approach: This focused ethnographic study traced participants’ interactions across a three-day event that included professional development for 36 educators. The authors documented the discourse, actions and broader social context in which the interactions took place between the educators and others. Ethnographic fieldnotes, interview transcripts and pre- post-experience surveys were analyzed to determine ways the professional development opportunities shaped the educators’ perspectives on their confidence to facilitate IvE with their students. Findings: Many different types of learning opportunities were afforded across the three days, including lectures by professor-inventors, seminars, talks with experienced educators, hands-on activities and engagement with high school students. The 36 educators indicated they were more confident in their ability to lead invention projects (55% more confident, 41% much more confident) due to participation. Originality/value: IvE is an emerging form of problem-based learning in which educators engage learners in the identification of problems and the design and development of new, novel, useful and unique technological solutions (i.e. inventions) that help people. The study responds to the need for research on ways educators learn how to take-up IvE pedagogy. © 2024, Audra Skukauskaite and Stephanie Renee Couch.

关键词： Confidence Ethnography High school students Invention education Pedagogy Professional development STEM Transdisciplinary

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Paradox as resistance in male dominated fields and the value of (sur)facing enthymematic narratives

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GENDER WORK AND ORGANIZATION 2023年第4期30卷 1334-1353页

作者： Mease, Jennifer J. Neal, Bronwyn Univ Nebraska Inclus Leadership & Learning Lincoln NE 68588 USA Univ Denver Forens Psychol Program Denver CO USA

Women working in masculine organizational contexts face a challenge of balancing (1) access to power by co-opting masculine discourse in ways that risk reinforcing it, with (2) challenging and resisting practices that privilege masculinity. In this manuscript, we address one communication strategy for navigating that challenge: The denial/acknowledgment paradox in which women explicitly deny that gender affected their experience, but also describe the many ways it affected their experience. To do so, we examined transcripts of interviews with 11 women candidates who ran in the 2017 Virginia House of Delegates election in the United States and demonstrated this paradoxical communication strategy. Our analysis offers five different structures of the denial/acknowledgment paradox and shows how four of those structures engage what we call an "enthymematic narrative" of victimhood. Ultimately, we argue that (sur)facing the enthymematic narrative amplifies the generative potential of the denial/acknowledgment paradox and suggest that (sur)facing enthymematic narratives should be taken up more broadly as a strategy for organizational and social change.

关键词： enthymeme narrative paradox politics

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The effect of visual cues in e-books on pre-K children's visual attention, word recognition, and comprehension: An eye tracking study

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JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION 2022年第5期54卷 800-814页

作者： Arslan-Ari, Ismahan Ari, Fatih Univ South Carolina Learning Design & Technol Program Columbia SC 29208 USA

This study explored how pre-K children process an e-book with narration through eye movements, and also the effects of visual cues on preschoolers' visual attention to text, word recognition, and comprehension. Data were collected from eight children attending a university-associated daycare center. Eye tracker was used to record the participants' eye movements while interacting with the e-book. Although the participants understood the story, only two of them showed an increase in the word recognition test. The obtained eye movement data demonstrated that the children focused more on the pictures (82.31%) than on the text (15.56%), which is a result that is higher than found in previous studies (e.g., Evans & Saint-Aubin, 2005;Justice et al., 2005;Takacs & Bus, 2018). Overall, 51.71% of their fixations on text matched with the visual cues synchronized with the narration. This study was limited to a single reading session of a short storybook, and employed a small sample size.

关键词： Signaling e-book eye tracking multimedia visual attention reading

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Exploring the relationship between students' information problem solving patterns and epistemic beliefs: a mixed methods sequential analysis study

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JOURNAL OF COMPUTING IN HIGHER EDUCATION 2025年第1期37卷 346-368页

作者： Huang, Kun Law, Victor Ge, Xun Chen, Yan Hu, Ling Univ Kentucky Dept Curriculum & Instruction Lexington KY 40506 USA Univ New Mexico Org Informat & Learning Sci Program Albuquerque NM 87106 USA Univ North Texas Dept Learning Technol Denton TX USA Univ Nevada Dept Teaching & Learning Las Vegas NV USA Beihua Univ Coll Foreign Language Educ Changchun Jilin Peoples R China

Information problem solving (IPS) is an important twenty-first century skill, but it is lacking at all age levels. One type of information problem, those of an ill-structured nature that require multiple iterations of (re)defining problems and formulating emerging solutions, can be particularly challenging but have received less attention in the IPS literature. Further, the process of solving such problems often reveals, while simultaneously being impacted by, problem solvers' epistemic beliefs. Using a self-regulated problem-solving model as an analytic framework and taking advantage of multiple data sources, this study examined college students' self-regulatory patterns in performing an ill-structured IPS task, and compared the patterns displayed by two groups of students with more and less adaptive epistemic beliefs. Sequential analysis of behavioral data revealed different patterns between the two groups. Think-aloud data, interviews, and students' IPS products showed three key differences between the two groups: difference in the roles of IPS task instructions, difference in the numbers and triggers of queries, and qualitative difference in iterations between page viewing and writing. The findings yielded important insights into the self-regulatory processes of IPS and the role of epistemic beliefs at different problem-solving stages. Implications are drawn for educators and learning designers for developing IPS in higher education.

关键词： Information problem solving Information literacy Epistemic beliefs Ill-structured problem solving Self-regulated learning

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Leveraging Students' Funds of Knowledge in Chemical Engineering Design Challenges Supports Persistence Intentions

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JOURNAL OF CHEMICAL EDUCATION 2022年第1期99卷 83-91页

作者： Chen, Yan Kang, Sung 'Pil' James, Jordan O. Chi, Eva Gomez, Jamie R. Han, Sang M. Datye, Abhaya K. Svihla, Vanessa Univ New Mexico Coll Univ Lib & Learning Sci Program Org Informat & Learning Sci Albuquerque NM 87131 USA Univ New Mexico Ctr Teaching & Learning Coll Univ Lib & Learning Sci Albuquerque NM 87131 USA Univ New Mexico Dept Chem & Biol Engn Sch Engn Albuquerque NM 87131 USA

Lower division chemistry and chemical engineering courses commonly emphasize efficient acquisition of core content. While experts perceive the organization of the discipline, students perceive their courses as fragmented. This has a more severe impact on students from groups historically excluded from STEM fields, who may not have a deep understanding of the opportunities that lie on the horizon. In order to make progress on this issue, we first sought to better understand our diverse students' chemical engineering funds of *** is, the everyday and cultural experiences salient for chemistry and chemical engineering. We found that minoritized students expressed more funds of knowledge: women expressed STEM interest and past success more than men;students from minoritized racial and ethnic groups and/or who spoke a language other than English at home expressed more community funds of knowledge. We developed design challenges for core chemical engineering courses to build on these varied funds of knowledge. We found no differences between minoritized students and their more privileged peers in terms of their intent to persist. We share implications for both chemistry and chemical engineering courses seeking to support diverse student success.

关键词： Chemistry Education Research Chemical Engineering First-Year Undergraduate/General Problem Solving/Decision Making Applications of Chemistry Student-Centered learning

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Neighborhood Socioeconomic Disadvantage and Acute Care Utilization in Washington State Medicaid: A Retrospective Cohort Study

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JOURNAL OF GENERAL INTERNAL MEDICINE 2025年第3期40卷 595-602页

作者： Morenz, Anna M. Wong, Edwin S. Zhou, Lingmei Chen, Christopher P. Zerzan-Thul, Judy Liao, Joshua M. Univ Arizona Dept Med 1501 N Campbell Ave Tucson AZ 85724 USA Program Policy Evaluat & Learning Northwest Seattle WA 98033 USA Univ Washington Sch Publ Hlth Dept Hlth Syst & Populat Hlth Seattle WA USA Univ Washington Dept Med Seattle WA USA Washington State Hlth Care Author Olympia WA USA Univ Texas Southwestern Med Ctr Dallas Dept Med Dallas TX USA Program Policy Evaluat & Learning Dallas TX USA

BackgroundNeighborhood disadvantage has been associated with potentially preventable acute care utilization among Medicare beneficiaries, but this association has not been studied in a Medicaid population, which is important for informing more equitable care and policies for this *** describe the association between Area Deprivation Index (ADI) and acute care utilization (including potentially preventable utilization) among Medicaid beneficiaries in Washington *** cohort study of 100% Medicaid claims. Mixed effects logistic regression was applied to estimate the association between state-level ADI decile and acute care utilization, adjusting for age, sex, self-identified race and ethnicity, Charlson Comorbidity Index, primary spoken language, individual Federal Poverty Level, homelessness, and rurality. Standard errors were clustered at the Census block group ***1.5 million unique adult Medicaid beneficiaries enrolled for at least 11 months of a calendar year during the period *** MeasuresBinary measures denoting receipt of ED visits, low-acuity ED visits, hospitalizations in a calendar *** ResultsIncreasing levels of neighborhood socioeconomic disadvantage (by ADI decile) were associated with greater odds of any ED visits (adjusted odds ratio (aOR) 1.07, 95% confidence interval (CI) 1.06-1.07), low-acuity ED visits (aOR 1.08, CI 1.08-1.08), and any hospitalizations (aOR 1.02, CI 1.02-1.02).ConclusionsAmong Medicaid beneficiaries, greater neighborhood socioeconomic disadvantage was associated with increased acute care utilization, including potentially preventable utilization. These findings signal potential barriers to outpatient care access that could be amenable to future intervention by health systems and payers.

关键词： neighborhood disadvantage social vulnerability0 Area Deprivation Index acute care utilization Medicaid Emergency Department use

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Combining a Chemical Language Model and the Structure-Activity Relationship Matrix Formalism for Generative Design of Potent Compounds with Core Structure and Substituent Modifications

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JOURNAL OF CHEMICAL INFORMATION AND MODELING 2024年第23期64卷 8784-8795页

作者： Chen, Hengwei Bajorath, Jurgen Univ Bonn Dept Life Sci Informat & Data Sci LIMES Program Unit Chem Biol & Med Chem B IT D-53115 Bonn Germany Univ Bonn Lamarr Inst Machine Learning & Artificial Intellig D-53115 Bonn Germany

In medicinal chemistry, compound optimization relies on the generation of analogue series (AS) for exploring structure-activity relationships (SARs). Potency progression is a critical criterion for advancing AS. During optimization, a key question is which analogues to synthesize next. We introduce a new computational methodology for the extension of AS with potent compounds containing both core structure and substituent modifications at multiple sites, which has been reported for the first time. The approach combines a transformer chemical language model (CLM) with a SAR matrix (SARM) methodology that identifies and organizes structurally related AS. Therefore, the SARM approach was expanded to cover multisite AS. Consensus series extracted from SARMs representing a potency gradient served as input for CLM training to extend test AS with potent analogues. Different model variants were derived and investigated. Both general and fine-tuned models correctly predicted known potent analogues at high positions in probability-based compound rankings and chemically diversified AS through core structure modifications of the generated candidate compounds and substituent replacements at multiple sites.

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