http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Baker, Stephen H University of Houston 2005 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Advances in detection, treatment and knowledge of breast cancer have led to increasing numbers of survivors (Berry et al., 2005). It is assumed that following effective treatment of breast cancer, a woman returns to her premorbid level of functioning. In anecdotal reports (Adams, 2001: Baker, 2001) some three-year breast cancer survivors reported significant, but, non-specific quality of life changes as a result of their breast cancer diagnosis and treatment, which may be indicative of psychological growth. In turn, psychological growth may influence a woman's retrieval of autobiographical memories perhaps as a function of reorganization of goals. The present study examined the effect of traumatic events on the retrieval pattern of autobiographical memories across the life-span. It was hypothesized that any individual who experiences psychological growth from a life-threatening event will generate a unique distribution of autobiographical memory retrieval. A sample of 50 women between the ages of 40 and 80 was recruited; half the sample 10 years or longer breasts cancer survivors and half the sample peers who had not had breast cancer. Participants engaged in a cognitive task, a free-recall of twenty autobiographical memories from across their life-span, which they later dated. In addition, all participants completed measures of psychological growth (PTGI, Tedeschi & Calhoun, 1995) and quality of life (FACT, Cella, 1997). For the entire sample, replication of the theoretical autobiographical memory distribution (Rubin, Wetzler & Nebes, 1986) was obtained with the hallmark presence of the reminiscence bump. When memory distribution patterns were compared between groups, breast cancer survivors and peers, unique patterns of autobiographical memory distributions were revealed, with a notable absence of the reminiscence bump for the breast cancer survivor group replaced with a traumatic bump present around the age of diagnosis. Further, distinct autobiographical memory distributions were revealed within the breast cancer survivor sample as a function of psychological growth. Implications from this research are discussed including the validation of breast cancer survivors' sense of change as a manifestation of re-prioritization of world beliefs and individual goals. Further, this research is consistent with a refocus of breast cancer survivorship towards a positive psychology perspective and normative development.
The effect of university-school partnerships on the literacy rates of inner city children
Baker, Bettina P University of Pennsylvania 2004 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The historic and persistent literacy rate gap between African American and Euro-American children in the United States is a problem of national significance. The research program that is the foundation for this dissertation was designed to raise reading levels of minority, inner city children in low-income schools through the establishment of university-school partnerships. The research analyses the implementation of reading curricula developed by the author and used by American Reads tutors in three schools partnered with the University of Pennsylvania. The Individualized Reading Program (IRP) (Labov and Baker, 1999) was created in order to meet the recommendations of the National Research Council Committee on Preventing Reading Difficulties Among Young Children (Snow et al, 1998) and those of the National Reading Panel (2000). Phonological and grammatical features of African American Vernacular English (AAVE) are analyzed and discussed in relation to the development of reading curricula. The teaching and ordering of specific grapheme-phoneme combinations for inclusion in reading instructional programs are identified. Theoretical and pedagogical underpinnings of the IRP are described. Results from four studies conducted in three settings show a significant level of improvement for the majority of the struggling readers in grades 2 through 5 enrolled in the IRP. A small, experimental design study comparing the IRP to a "balanced literacy" treatment condition (N = 58) found statistically significant gains in word identification and word attack test scores on the Woodcock Reading Mastery Tests-Revised, and a significant reduction in decoding errors measured by the RX diagnostic. No significant differences were found in gains in passage comprehension rates. Recommendations are included for the development and implementation of university-school partnerships to institutionalize innovative reading programs through extended day and in-school tutoring programs. Suggestions are given on implementing strategies to effectively teach African American, struggling readers in grades 2 through 5.