:::

詳目顯示

回上一頁
題名:反年齡歧視教學方案之個案研究:以南部一所技術型高中健康與護理課程為例
作者:李美芳
作者(外文):LI, MEI-FANG
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:丘愛鈴
學位類別:博士
出版日期:2022
主題關鍵詞:年齡歧視反年齡歧視老化教育代間接觸個案研究ageismanti-ageismaging educationintergenerational contact strategycase study
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
《本研究反導研究法》探索「觀察年齡學習教學方案設計實施的分析成長。一所技術教師為學生研究實施十年,與護理級教學方案並在實施教育策略2次健康教育策略課的多方面教學教學活動方面,通過對學生教學活動規劃的觀察、自我反饋觀察、教師反饋觀察、教學反饋、思索方法記錄等記錄資料,以分析學習法分析,主題研究總結總結:
壹、「面對過程與年齡」教學方案設計實施中遇到的困難
一、高職審查書《年齡性與尊重》的護理教與本土科科欠科本研究。
二、每週教學時間,影響學生知識脈絡化學習的統整與生活應用。
三、銀髮的活動中,學生扮演促進者兼觀察高齡者的生理和心理變化對角色的體驗和感受的影響並不明顯。
四、部分學生對學生的學習觀察表首次呈現,輔以教師的學習觀察記錄。
五、反激勵持續有行動,行動力的性待教師和同儕鷹架的協助與配合。
貳、學生的學習與成長表現
一、學生能夠分析不同貌相的多表面變化並了解高的健康狀況與生活方式的不同,但不在於高齡者的生活方式特徵。
二、學生能以同理心及正向的態度對待高齡者,並習得與高齡者的能力及行動時的知識與技能。
三、學生能思辨生活中經常對高齡者的正向與負向刻板印象,並破除刻板印象,建立反歧視年齡的關注。
四、學生發現生活中的高齡楷模,並激發自己未來高齡時提升自我價值和服務社會的期許。
五、代間接觸策略能提升學生對祖父母的認識與瞭解、增進互動與情感,祖父母的生活逆境經驗,對學生具有正向的意義。
六、學生能整合應用所學在實作評量中進行反年齡歧視倡議行動。
參、建構青少年反年齡歧視教學模式
一、教師整合老化教育與代間接觸策略降低學生對高齡者的年齡歧視。
二、教師應用情境模式發展課程與素養導向教學原則設計課程,促進學生反年齡歧視的學習與實踐力。
肆、教師的省思與專業成長
一、教師調整「青少年反年齡歧視」教學方案的教學時間、教材應用、廣度深度,以達成學習目標。
二、設計關鍵“提問”能力,能夠引發問題的探索、思考和價值與。
三實學生作評量習慣的整體學習與學習活動,並根據學習與學習的相似性。
四、面對的過程,教師必須具備不同的動態能力和專業問題的各種問題。
五、教師需增能以設計數位時代下的代間接觸學習任務,提升學生的學習參與度。
六項課程實施從“調適觀”轉化為造觀、共創的“課程締結”。
A Case Study ofan Anti-ageism Instructional Program: A Health and Nursing Curriculum atVocational Senior High School in Southern Taiwan
Abstract
This purpose of thisstudy is to explore the challenges during the design and implementation of an" Adolescents' Anti-Ageism" instructional program, analyzestudents' learning performance and growth in the program, evaluate pedagogicalmodels for the Adolescents' Anti-Ageism education, and reflect on teachers’professional growth in the program. This study was based on the"Adolescents' Anti-Ageism" instructional program of a vocationalsenior high school in southern Taiwan, consisting of twelve lessons with variouspedagogical methods and strategies. Participants in this study were the 10th-gradestudents in that school. Data collected for this study were obtained throughinformal interviews with students, study sheets, self-evaluation and feedback,teacher observation records, reflection logs, and collaborative teacherobservation records. Data analysis was performed using the thematic analysismethod. The conclusions of this study are as follows:
I.      Challengesencountered during the design and the teaching process
1.      Thereis an insufficient coverage on ageism in the approved educational materials,such as textbooks and local research articles, for the health and nursingcurriculum for vocational senior high schooleducation.
2.      Anhour of lecture per week is insufficient for students to integrate theirknowledge and apply it in real-life situations for context-based learning.
3.      Students gained limited understanding for being an elderly in daily lifechanging, both physiological and psychological, through acting as both precipitator andobserver in the silver-haired seniors "heart" experience activity.
4.      Some students were reluctant to spend their time onwriting worksheets.  Teachers shouldconsider additional instrument, such as teaching observation records, to assessstudents’ performance.
5.      Supportand encouragement from teachers and peers are crucial to make the action ofanti-ageism advocacy sustainable.
II.   Students’ performance and growth
1.      Students could analyze multifaceted changes of agingand understand the diversity of life and health of elderlies. They, however, didn’tpay attention to the degrading characteristics on the appearance of elderlies.
2.      Studentscould treat the elderlies with empathy and positive attitudes. They could alsoacquire knowledge and skills to communicate with and motivate elderlies.
3.      Studentscould reflect on the positive and negative stereotypes of elderlies, disposethe negative stereotypes, and establish the values of anti-ageism.
4.      Students were able to recognize senior role models intheir lives, motivating them for self-improvement and better preparingthemselves to serve their communities as they become older.
5.      Intergenerationalcontact strategies could promote mutual understanding and interactions, andthus, enhance relationships between students and their grandparents.Grandparents’ adversity experiences in their lives also develop positivemeanings for the students.
6.      Students could integrate their learning experiencesand apply their knowledge to conduct anti-ageism advocacy in performanceassessments.
III. Development of the teaching model for Adolescence Anti-Ageism
1.     Integrating aging education and intergenerational contactstrategies can reduce students’ ageism against elderly.
2.     Applying competency-oriented teaching and situational modelsin curriculum design and development could promote students' learning andpractice of anti-ageism.
IV. Teacher's reflections andprofessional growth
1.     Teacher should consider adjusting their teaching time andenhancing their teaching materials with breadth and depth of the"Adolescents' Anti-Ageism" educational program to achieve thelearning objectives.
2.     Interactively introducing well-designed questions, associatedwith the key concepts of the program, in class could trigger students’ abilitiesof exploration, thinking, clarifying values, and problem solving.
3.      Performanceassessment is a useful gauge to calibrate learning activities and objectives,which in turn, helps students to integrate their knowledge and deepen theirlearning.
4.     Teachers’ professional abilitiesof adapting changes and problem solving are important when dealing with dynamicinteractions in classrooms.
5.     Promoting teachers’ abilities to design digital materials forintergenerational contact education could better engage students in learningthe subjects.
6.     Implementation of the program hasbeen changed from "mutual adaptation perspective" to "curriculumenactment perspective", co-created by teachers and students.
一、中文部分
內政部(2013)。人口政策公佈─少化,高齡化及新簽證。台北市:作家。
尤素芬、鄭惠教育珠(2018)。運用多元教學教學策略在醫管倫理課程的實踐。人文社會科學研究:類,12(1),19-45。
王玉珍、曾晴、陳、簡明彥、林欣(2020)。向志向——研究之旅邁向感懷之歷程。教育心理學報,52(2),263-286。
王秀媖(2017年對中年市高中職者態度與行為意向)學生台高研究(未出版之碩士論文)。東大學:台中市。
王羿珍、謝徐萍(2013)。淺議課程設置。現代婦女(下旬),7,118-119。
行政院(2015)。高齡社會上傳。取自https://www.hpa.gov.tw/File/Attach/10767/File_12355.pdf
行政院(2020)。重要性別統計資料庫。取自https://www.gender.ey.gov.tw/gecdb/Stat_Statistics_Query.aspx?sn=MwEtyBleRxJh%24lZApHWboQ%40%40&statsn=iGJRpsNX45yniGDj!w1ueQ%40% 40&d=&n=130731
吳欽技(2011)。在職學生群體知識對行業科技態度的研究——以高生及大學與正修通識教育學報, 8,21-52。
吳孟恬董瑜珍(20017)。講述參與老人學服務學習課程週之家族&台灣代孕間,老人學刊13(12,1-11)。
吳啟誠、張瓊雲(2020)。主題分析在教育研究上的應用。特殊教育發展期刊,(69),29-42。
吳璧純(2017)。台灣引導教育教學之學習評量。月刊,6(3),30-34。
李子建、顯華(1996)。課程:範、式和設計,(第二版)香港。:中文大學。
李勇輝、學習策略與學習關係(學習動機之研究-以數學習位。經營管理學刊,14,68-86。
教育理念、公民教育教育實踐報:李芳與社會科學類, 480061-7661-76
新民( 2018 )。正向於兒童心理學的代際學習方案對老人的態度及成功的影響之影響。
新民、李宜蓁、鄭博真(2017)。16代遊戲間方案對李新民與代間互動的影響。華醫學報, (464-187)。
李錦虹、邱浩彰、林明德(2017)。以體驗學習進行醫病鍛煉的效果與現象分析。台灣醫學,21(1),1-10。doi: 10.6320/FJM.2017.21(1).1
林如萍、傅從喜(2019)。108年度「台灣大眾教育之祖孫互動」專題調查分析。台北市:台北市。
林俊德(2017)。大學生參與主題代間園藝治療活動式的老人態度與個人成長初探。輔導季53 (3),31-42.
林美珍(1993)。大學生對老人態度之研究。教育與心理研究,16,349-384。
林瑞欽(1985)。價值理論的分析與實施時應注意事項。國教世紀月刊,12(10),17-24。
林曉芳(2013)。合作學習教學策略在教育之應用。教育學術彙刊,5(1),83-102。
邱助(2002)。老年符號與天 支:轉書5轉書研究的社會文化折(卷)台北縣:正中局。
邱天助 (2007)。社會基礎老年學。高雄市:文化創意。
姜韻2002年。
洪嘉男(2012)。悅納老人課程對國中生老人態度之行動研究(未出版影響之碩士論文)。國立台中教育大學:台中市。
洪櫻純性健康的預測。 ( 4 )生命分析:壽命觀點教育研究, JLE(1),83-1024/201226.00803
惠卿、張杏妃2001)。全方位的學習策略-計測教學問題學習科技。與媒體的教學設計,55,58-71。
徐靖惠)。高中生與大學生對老人的態度與服務行為之國研究(未出版之論文)。亞洲大學:台市。
翁翁探明互動科技結合式閱讀式閱讀兆兆學習與興趣之影響——以中學生國語文學習為例。台灣科技大學人文社會學報,13(2),117-137 。
高淑清(2001)。在美國華人母親的生活世界:種族與黑人。本土心理學研究,165-285。
高潔純(2017)。應用Kolb體驗學習圈改善護生對高齡者的心態。澳門護理雜誌,16(1-2),1-6。
國家教育研究院指引(2014)。十二年國民基本教育課程發展。台北市:作者。
國民教育研究院(2020)。
國家委員會(2018)。中華民國人口發展推估(2018至2065年)。台灣經濟論衡,16(3),142-145。
國家發展委員會(2021)。國家數位發展研究報告。台北市:作者。
常雅珍(2017)。小學生代間教育課程實施成果之研究。課程與教學,20(1),159-199。
2019)張十二年國超主題教育活動(可持續教育主題的發展-以永發展)。學校行政, 123,54-67 。
張育婷(201)。祖孫代教育課程在綜合學習領域實施活動研究─以國小原之級行動研究(未出版之碩士論文)。國立嘉義大學嘉義市。
張芬芬(2010)。質性分析的步驟五:在抽象學資料上爬升。初等學刊上爬升,35,87-120。
張春興(2000)。教育心理學。台北市:東華。
張春興(2016):教育心理學-三化取向的理論與實踐。臺北市:東華。
教育部 (2006)。邁向高齡社會-老人教育政策白皮書。臺北市:作者。
教育部(2014)。十二年國民基本教育課程綱要總綱。臺北市:作者。
教育部(2017)。高齡教育中程發展計畫。臺北市:作者。
教育部(2018)。十二年國民基本教育課程綱要技術型高級中等學校健康與體育領域。臺北市:作者。
教育部(2021)。第2期高齡教育中程發展計畫。臺北市:作者。
章淑芬 (2017)。運用價值澄清法於性別教育的教學設計。臺灣教育評論月刊, 6(9),308-310。
莊婷如(2016)。大學生對老人態度及其與老人溝通之研究(未出版碩士論文)。南開科技大學:南投縣。
陳伊如、邱怡雯、龍紀萱(2019)。老年歧視概念分析。台灣衛誌,38(5),470-477。
陳佩秀(2018)。資訊科技與提問教學策略對數學學習困難學童在數量關係單元解題表現之成效。臺北市立大學學報教育類,49(2),P53–78。
陳美芳、林家綾、蔡宗廷、朱素鳳、洪淑玲、顏碧汝、黃國儀、蔡錦墩(2013)。以系統性文獻 回顧探討台灣居家老年人跌倒之相關或危險因素。台灣公共衛生雜誌,32(5),403-423。
陳毓璟(2014)。代間學習策略融入社會老年學之學習歷程與成效研究。教育科學,59(3),1-28。
陳毓璟(2019)。大學生健康老化多元創意教學課程之成效研究:從健康覺察到行動。教育科學研究期刊,64(2),161-190。
陳碩菲(2020)。多元教學策略融入老化教育對大學生的影響。兩岸職業教育論叢,4(1),58-71。
陳靜紋、李安瑜、方茂守(2018)。運用多元教學策略於精神科護理實習生之溝通成效初探。華醫學報,49,93-110。
陸洛、高旭繁(2009)。臺灣民眾對老人的態度:量表發展與信效度初探。教育與心理研究, 32(1),147-171。
陸洛、高旭繁(2010)。臺灣大學生對老人態度與其從業意向之關連性。教育與心理研究,33(1),33-54。
彭雯彩(2013)。老化教育課程融入教學對國中生的老人歧視態度之影響(未出版之碩士論文)。開南科技大學:桃園市。
游秀靜、唐淑華(2015)。因「被看見」 而「能看見」:「學習共同體公開授課」 對促進教師專業成長之個案研究。中等教育,66(1)。16-39。
游恆山(1995)。心理學。臺北市:五南。
鈕文英(2019)。質性研究方法與論文寫作。台北市:雙葉書廊。
黃正傑。(1991)。課程設計。臺北市:東華 。
黃光雄(1984)。 課程設計的模式。中國教育學會編輯小組中國教育的展望,臺北市:五南。
黃光雄、蔡清田(2017)課程發展與設計新論。臺北市:五南。
黃秀梨(2021)。老化體驗與生命故事融入基本照護實務實習對學生之老人態度、照顧老人意願與住民心理健康之影響:行動研究與成效評值。教育部教學實踐研究計畫成果報告(編號:PMN1090375)。臺北市:教育部。
黃錦山(2011)。高齡社會來臨的新課題:中小學生老化知識,態度與行為意向之研究。課程與教學,14(2),193-215。
楊培珊、梅陳玉嬋(2011)。台灣老人社會工作理論與實務(二版)。臺北市:雙葉書廊。
詹惠雪、黃曰鴻 (2020)。教師對素養導向課程設計的理解與實踐反思。課程與教學,23(3),29-58。
甄曉蘭 (2004)。課程理論與實務:解構與重建。臺北市:高等教育。
劉欣宜(2015)。專職學生的老化知識以及對高齡者態度之研究-以苗栗地區某護專為例。學校衛生,66,67-90。
劉建志、劉立凡(2019)技職校院學生對老年人行為的自我評價與照護意願之相關性研究。台灣老年學論壇,44,1-12。
蔡文榮(2020)。提問教學法對國中八年級學生學習投入度與學習成效之行動研究(未出版之碩士論文)。中興大學:臺中市。
蔡麗紅、鄭幸宜、湯士滄、黃月芳(2010)。老人歧視。長庚護理,21(2),165-71。
衛生福利部(2018)。中華民國106年老人狀況調查。臺北市:作者。
衛生福利部(2021)。高齡社會白皮書。臺北市:作者。
鄭麗媛、邱文信、曾德明(2014)。合作學習教學法對體操學習表現之影響。體育學報,47(1),129-138。
盧鴻毅 (2021)。看見不一樣的爺奶:照片作為祖孫代間溝通的橋梁。傳播與社會學刊,(55),197-233。
賴光真 (2017)。課程實施觀點新論。臺灣教育評論月刊,6(11), 35-40。
賴美淑 (2013)。運用「防制校園霸凌法治教育」動畫實施反霸凌統整教學之行動研究-以國小六年級為例 (未發表之碩士論文)。大葉大學:彰化縣。
謝廣全(2006)。大學生對老化與老年人之知覺研究初探—以服務與助人為導向的學系為例。弘光人文社會學報,5,187-20。
謝廣全、楊國德(2009)。技職校院學生老化知識,對老人態度與服務老人意願關係之研究。弘光人文社會學報,11,49-84。
藍俊雄、劉琇菁(2020)。合作學習對學生課堂表現之研究。兩岸職業教育論叢,4(1),72-84。
饒見維(2003)。教師專業發展理論與實務。臺北市:五南。
權淑芯、梁鴻鑑、黃久秦(2012)。高中生對老化課程學習動機、學習滿意度及學習成效之探討─ 以新竹某私立高中為例。明新學報,38(1),189-204。


二、英文部分
Abrams, D., Eller, A., & Bryant, J. (2006). Anage apart: The effects of intergenerational contact and stereotype threat onperformance and intergroup bias. Psychology and Aging, 21(4), 691–702.
Adler, M. G., & Fagley, N. S. (2005). Appreciation:Individual differences in finding value and meaning as a unique predictor ofsubjective well-being. Journal ofPersonality, 73(1), 79-114.
Allan, L. J., & Johnson, J. A. (2008). Undergraduate attitudes towardthe elderly: The role of knowledge, contact and aging anxiety. EducationalGerontology, 35(1), 1-14.
Allport, G. W. (1954). The nature ofprejudice. Oxford: Addison-Wesley.
Altman A. (2020). Discrimination. In: Zalta EN,editor. Stanford encylopedia ofphilosophy. https://plato.stanford.edu/entries/discrimination/
Andreoletti, C., & Howard, J. L. (2018). Bridgingthe generation gap: Intergenerational service-learning benefits young and old. Gerontology& Geriatrics Education, 39(1), 46–60.
Anna Ritsatakis (2008). Demystifying the myths ofageing. WHO. https://www.euro.who.int/en/publications/abstracts/demystifying-the-myths-of-ageing
Ayalon, L., &Tesch-Römer, C. (2017). Taking a closer look at ageism: Self-and other-directedageist attitudes and discrimination. European Journal of Ageing, 14(1), 1-4.
Ayalon, L., & Tesch-Römer, C. (2018). Introduction to the section:Ageism—Concept and origins. In Contemporaryperspectives on ageism (pp. 1-10). Springer, Cham.
Babcock, R. L., MaloneBeach, E. E., & Salomon, H.M. (2017). A quantitative and qualitative evaluation of the impact of anintergenerational program on children’s biases toward older adults. Journalof Intergenerational Relationships, 16(1-2), 123–138.
Babcock, R. L., MaloneBeach, E. E., & Woodworth-Hou, B. (2016).Intergenerational intervention to mitigate children’s bias against the elderly. Journal of IntergenerationalRelationships, 14(4), 274-287.
Bal, A. C., Reiss, A. E., Rudolph, C. W., & Baltes, B. B. (2011).Examining positive and negative perceptions of older workers: Ameta-analysis. Journals of Gerontology Series B: Psychological Sciencesand Social Sciences, 66(6), 687-698.https://doi.org/10.1093/geronb/gbr056.
Balsis, S., & Carpenter, B. D. (2006). Evaluations of elderspeak in acaregiving context. ClinicalGerontologist, 29(1), 79-96. https://doi.org/10.1300/J018v29n01_07.
Baltes, P. B. (1987). Theoretical propositions oflife-span developmental psychology: On the dynamics between growth and decline.Developmental Psychology, 23(5), 611-626.
Baltes, P. B., & Baltes, M. M. (1980). Plasticity andvariability in psychological aging: Methodological and theoretical issues. InG. E. Gurski (Ed.), Determining the effects of aging on the central nervoussystem (pp.41-66). Berlin, Germany: Schering.
Bandura, A. (1977). Social learningtheory. Prentice Hall, Englewood Cliffs, NJ.
Bandura,A., (1986). Social foundations of thoughtand action: A social cognitive theory. Englewood Cliffs, New Jersey:Prentice Hall.
Bartholomew, L. K.,Parcel, G. S., Kok, G., Gottlieb, N. H., & Fernandez, M. E. (2011). Planning health promotion programs: Anintervention mapping approach (3rd ed.). San Francisco, CA: Jossey-Bass.
Bell, S. (2010).Project-based learning for the 21st century: Skills for the future. TheClearing House, 83(2), 39-43.
Bell-Fialkoff, A. (1996). Ethnic cleansing. St. Martin’s Press.
Benbasat,I., Goldstein, D. K., & Mead, M. (1987). The case research strategy instudies of information systems. MIS Quarterly,11(3),369-386.
Bengtson, V. L., G. H. Elder and N. M. Putney (2005). Thelifecourse perspective on ageing: Link lives, timing, and history. in M. L.Johnson(ed.) The Cambridge Handbook ofAge and Ageing. Cambridge: Cambridge University Press.
Berger, J. L., &Karabenick, S. A. (2011). Motivation and students’ use of learning strategies:Evidence of unidirectional effects in mathematics classrooms. Learningand Instruction, 21(3), 416-428.
Bergman, Y. S., &Palgi, Y. (2021). Ageism, personal and others’ perceptions of age awareness,and their interactive effect on subjective accelerated aging. Journalof Applied Gerontology, 40(12), 1876-1880.
Binns, A., Gray, M.,& Orsak, O. (2016). Reducing ageism through education, simulation, and service-learning.In International Journal of Exercise Science: Conference Proceedings (Vol.11, No. 4, p. 5).
Bosma, N., Hessels, J.,Schutjens, V., Van Praag, M., & Verheul, I. (2012). Entrepreneurship androle models. Journal of Economic Psychology, 33(2),410-424.
Boswell, S. S. (2012). “Old people are cranky”: Helping professionaltrainees' knowledge, attitudes, aging anxiety, and interest in working witholder adults. Educational Gerontology, 38(7), 465-472. https://doi.org/10.1080/03601277.2011.559864.
Bousfield, C., & Hutchison, P. (2010). Contact,anxiety, and young people’s attitudes and behavioral intentions towards theelderly. Educational Gerontology, 36(6), 451–466.
Braun,V. & Clarke, V. (2013). Successful qualitative research: A practical guidefor beginners. Sage: LA. doi.10. 1177/0959353515614115
Braun,V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D.L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbookof research methods in psychology, Vol. 2. Research designs: Quantitative,qualitative, neuropsychological, and biological (pp. 57-71). Washington,DC, US: American Psychological Association. doi.10.1037/13620-004
Brooke, J., & Jackson, D. (2020). Older peopleand COVID-19: Isolation, risk and ageism. Journal of Clinical Nursing, 29(13/14),2044–2046. https://doi.org/10.1111/ jocn.15274 (John Wiley & Sons, Inc.).
Brown, C. A., Kother, D. J., & Wielandt, T. M. (2011). A criticalreview of interventions addressing ageist attitudes in healthcare professionaleducation. Canadian Journal of Occupational Therapy, 78(5),282-293.
Buber, M. (1965). “Education” in Buber, between man and man. New York:Macmillan
Burnes, D., Sheppard, C., Henderson Jr, C. R., Wassel, M., Cope, R.,Barber, C., & Pillemer, K. (2019). Interventions to reduce ageism againstolder adults: A systematic review and meta-analysis. American Journalof Public Health, 109(8), e1-e9. doi: 10.2105/AJPH.2019.305123.
Butler, R. N. (1969).Age-ism: Another form of bigotry. The gerontologist, 9(4_Part_1),243-246.
Butler, R.N. (1975). Psychiatry and the elderly: Anoverview. American Journal of Psychiatry, 132, 893-900.
Cadieux, J., Chasteen, A. L., & Packer, PhD, D. J. (2019).Intergenerational contact predicts attitudes toward older adults throughinclusion of the outgroup in the self. The Journals of Gerontology:Series B, 74(4), 575-584.
Carlsen, W. S. (1993). Teacher knowledge and discoursecontrol: Quantitative evidence from novice biology teachers’ classrooms. Journalof Research in Science Teaching, 30(5), 471-481.doi:10.1002/tea.3660300506
Cesari, M., & Proietti, M. (2020). COVID-19 inItaly: Ageism and decision making in a pandemic. Journal of the American Medical Directors Association, 21(5),576–577.
Chang, E. S., Kannoth, S., Levy, S., Wang, S. Y., Lee, J. E., & Levy,B. R. (2020). Global reach of ageism on older persons’ health: A systematicreview. PloS one, 15(1),e0220857.
Chávez, E. M., Calvo, J.M., & Jones, J. A. (2017). Dental homes for older Americans: The Santa Fegroup call for removal of the dental exclusion in Medicare. AmericanJournal of Public Health, 107(S1), S41-S43.
Chen,S. F. (2020). Construction of Aging Attitudes and Friendliness by AgingSimulation Program. Applied Science and Management Research, 7(1),31-40.
Cherry,K. E., Blanchard, B., Walker, E. J., Smitherman, E. A., & Lyon, B. A.(2014). Knowledge of memory aging across the lifespan. The Journal ofGenetic Psychology: Research and Theory and Human Development, 175(5),547–553.
Cherry, K. E., Brigman, S., Lyon, B. A., Blanchard, B., Walker, E. J.,& Smitherman, E. A. (2016). Self-reported ageism across the lifespan: Roleof aging knowledge. The International Journal of Aging and HumanDevelopment, 83(4), 366-380. https://doi.org/10.1177/0091415016657562.
Chinman, M. J., & Linney, J. A. (1998). Towarda model of adolescent empowerment: Theoretical and empirical evidence. Journalof Primary Prevention, 18(4), 393-413.
Choolayil, A. C., &Putran, L. (2020). Ageism among undergraduate students: Do grandparents make adifference?. Indian Journal of Gerontology, 34(3),333-342.
Chopik,W. J., & Giasson, H. L. (2017). Age differences in explicit and implicitage attitudes across the life span. The Gerontologist, 57(suppl_2),S169-S177.
Chrisler, J. C., Barney, A., & Palatino, B. (2016). Ageism can behazardous to women's health: Ageism, sexism, and stereotypes of older women inthe healthcare system. Journal of Social Issues, 72(1),86-104.
Christian, J., Turner, R., Holt, N., Larkin, M., & Cotler, J. H.(2014). Does intergenerational contact reduce ageism: When and how contactinterventions actually work? Journal of Arts and Humanities, 3(1),1-15.
Chuengsatiansup, K.(2003). Spirituality and health: An initial proposal to incorporate spiritualhealth in health impact assessment. Environment Impact Assessment Review, 23(1),3-15.
Coudin, G., &Alexopoulos, T. (2010). ‘Help me! I’m old!’How negative aging stereotypescreate dependency among older adults. Aging & Mental Health, 14(5),516-523.
Couper, D., & Pratt, F. (1999). Learning for a longer life: A guide fordevelopers of K-12 curriculum and instructional materials. Denton, Texas:National Academy for Teaching and Learning About Aging.
Crawford, P. A. (2015).Focus on elementary: Rock of ages: Developing healthy perspectives of aging inthe elementary grades: Patricia A. Crawford and April Mattix Foster,Editors. Childhood Education, 91(5), 395-401.
Cruikshank, M. (2013). Learning to be old: Gender, culture, andaging. Rowman & Littlefield Publishers.
Cuddy, A. J., Fiske, S. T., & Glick, P. (2007). The BIAS map:Behaviors from intergroup affect and stereotypes. Journal ofPersonality and Social Psychology, 92(4), 631.
Cuddy, A. J., Norton, M. I., & Fiske, S. T.(2005). This old stereotype: The pervasiveness and persistence of the elderlystereotype. Journal of Social Issues, 61(2), 267-285. 
Davidovic, M.,Djordjevic, Z., Erceg, P., Despotovic, N., & Milosevic, D. P. (2007).Ageism: Does it exist among children? TheScientificWorldJOURNAL, 7,1134-1139.
Davis, D. (1990). Agingeducation for young children: A survey of national adopted curricula(Unpublished doctoral dissertation). University of Arkansas, Fayetteville, AR.
Davis,R. B., & Maher, C. A. (1990). Chapter 5: What do we do when we" domathematics"?. Journal for Research in Mathematics Education.Monograph, 4, 65-210.
DeLeo, D., & Trabucchi, M. (2020). COVID-19 and the fears of Italian seniorcitizens. International Journal of Environmental Research and PublicHealth, 17(10), 3572.
Dean, J. (2014, March 14). Girls need ‘cool’ role modelsin math and engineering. The Times.https://www.thetimes.co.uk/article/girls-need-cool-role-models-in-maths-and-engineering-j6rddp9l55m
Denzin,N. K. (1978). The Research Act: ATheoretical Introduction to Sociological Method. New York: McGraw-Hill.
Dewey, J. (1983). Experience and education. New York: Touchstone.
Dhar, N., Chaturvedi, S.,& Nandan, D. (2011). Spiritual Health Scale 2011: Defining and measuring 4dimensions of health. Indian Journal of Community Medicine: OfficialPublication of Indian Association of Preventive & Social Medicine, 36(4),275-282. doi: 10.4103/0970-0218.91329
Dovidio JF,Hewstone M, Glick P, Esses VM. (2010). Prejudice,stereotyping and discrimination: theoretical and empirical overview. In: DovidioJF, Hewstone M, Glick P, Esses VM, editors. TheSage handbook of prejudice, stereotyping and discrimination. Thousand Oaks(CA): Sage; 3–28.
Drury, L., Abrams, D., & Swift, H. J. (2017). Making intergenerational connections–An evidence review. London: Age UK. https://eprints.bbk.ac.uk/id/eprint/21659/1/Making_Intergenerational_Connections-Evidence_Review(2017).pdf
Drury, L., Hutchison, P.,& Abrams, D. (2016). Direct and extended intergenerational contact andyoung people's attitudes towards older adults. British Journal ofSocial Psychology, 55(3), 522-543.
Duncan, C., & Loretto, W. (2004). Never the right age? Gender and age‐based discrimination in employment. Gender, Work &Organization, 11(1), 95-115.
Fahr, A. V. (2004). Representationof the elderly in counselor education textbooks. Western MichiganUniversity.
Fernandes,J. B., Ramos, C., Domingos, J., Castro, C., Simões, A., Bernardes, C., Fonseca, J., Proença,L., Grunho, M., Moleirinho-Alves, P., Simões, S., Sousa-Catita, D., Vareta,D.V., & Godinho, C. (2022). Addressing ageism—Be active in aging:Study protocol. Journal of Personalized Medicine, 12(3),354. https://doi.org/10.3390/jpm12030354
Fiske, S. T., Cuddy, A.J., Glick, P., & Xu, J. (2002). A model of (often mixed) stereotypecontent: Competence and warmth respectively follow from perceived status andcompetition. Journal of Personality and Social Psychology, 82(6),878.
FitzGerald, C., Martin, A., Berner, D., & Hurst, S. (2019).Interventions designed to reduce implicit prejudices and implicit stereotypesin real world contexts: A systematic review. BMC psychology, 7(1),1-12. https://doi.org/10.1186/s40359-019-0299-7.
Flamion, A., Missotten, P., Marquet, M., &Adam, S. (2019). Impact of contact with grandparents on children's andadolescents’ views on the elderly. Child Development, 90(4),1155-1169.
Freire, P. (1973). Bylearning they can teach. Convergence, 6(1), 78.
Friedman, B. (1997). The integration of pro-active aging education intoexisting educational curricula. Journal of Gerontological Social Work, 28(1-2),103-110.
Frost, J., Ranse, K.,& Grealish, L. (2016). Assessing ageist behaviours in undergraduate nursingstudents using the R elating to Older People E valuation (ROPE) survey. AustralasianJournal on Ageing, 35(1), 58-61.
Gaggioli, A., Morganti, L., Bonfiglio, S., Scaratti,C., Cipresso, P., Serino, S., & Riva, G. (2014). Intergenerational groupreminiscence: A potentially effective intervention to enhance elderlypsychosocial wellbeing and to improve children’s perception of aging. Educational Gerontology, 40(7), 486–498.
Gamliel, T., & Gabay,N. (2014). Knowledge exchange, social interactions, and empowerment in anintergenerational technology program at school. Educational Gerontology, 40(8), 597–617.
George, L. K. (2007) Age structures, aging, and the lifecourse, in J. M. Wilmoth & K. F. Ferraro(eds.) Gerontology: Perspectivesand issues. New York: Springer.
Gilbert, C. N., &Ricketts*, K. G. (2008). Children's attitudes toward older adults and aging: Asynthesis of research. Educational Gerontology, 34(7),570-586.
Ginschel,F., & Schlüter, K. (2020). Analyse von Altersbildern in Schulbüchern derPrimarstufe und Sekundarstufe I. In Alternde Gesellschaft im Wandel (pp.101-115). Springer, Berlin, Heidelberg.
Giraudeau, C., &Bailly, N. (2019). Intergenerational programs: What can school-age children andolder people expect from them? A systematic review. European Journal ofAgeing, 16(3), 363-376.
Goriup, J., & Lahe,D. (2018). The role of education and knowledge about aging in creating youngpeople’s attitudes to the elderly. Acta Educationis Generalis, 8(1),63-75.
Gutterman, Alan, Older Persons'Rights Movement (February 22, 2022). A. Gutterman, Older Persons' RightsMovement (Oakland CA: Older Persons' Rights Project, 2022), Available atSSRN: https://ssrn.com/abstract=3901437 
Hagestad, G. O., & Uhlenberg, P. (2005). Thesocial separation of old and young: A root of ageism. Journal of SocialIssues, 61(2), 343-360.
Hakoyama, M., & MaloneBeach, E. E. (2013).Predictors of grandparent–grandchild closeness: An ecological perspective. Journalof Intergenerational Relationships, 11(1), 32–49.
Harris, K., Krygsman, S., Waschenko, J., & Laliberte Rudman, D.(2018). Ageism and the older worker: A scoping review. TheGerontologist, 58(2), e1-e14.
Harwood, J. (2007). Understanding communicationand aging. Thousand Oaks, CA: Sage Publications, Inc.
Harwood, J., Hewstone, M., Paolini, S., & Voci, A. (2005).Grandparent-grandchild contact and attitudes toward older adults: Moderator andmediator effects. Personality and Social Psychology Bulletin, 31(3),393-406.
Huang, Y. M., Chiu, P.S., Liu, T. C., & Chen, T. S. (2011). The design and implementation of ameaningful learning-based evaluation method for ubiquitous learning. Computers& Education, 57(4), 2291-2302.
Hudson, J., Waters, T., Holmes, M., Agris, S., Seymour, D., Thomas, L. B.,& Oliver, E. (2018, September). Using virtual experiences of older age:Exploring pedagogical and psychological experiences of students. In Proceedingsof the Virtual and Augmented Reality to Enhance Learning and Teaching in HigherEducation Conference 2018 (pp. 61-72). IM Publications Open.https://doi.org/10.1255/vrar2018.ch7.
Isaacs, L. W., &Bearison, D. J. (1986). The development of children's prejudice against theaged. The International Journal of Aging and Human Development, 23(3),175-194.
Iversen, T. N., Larsen,L., & Solem, P. E. (2009). A conceptual analysis of ageism. NordicPsychology, 61(3), 4-22.
Jantz, R. K., Seefeldt, C., Galper, A., & Serock,K. (1976). Children’s attitudes toward the elderly. Final Report to theAmerican Association of Retired Persons and National Retired TeachersAssociation. College Park, MD: The University of Maryland—Center on Aging andDepartment of Early Childhood Education.
Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, andindividualistic learning (4th ed.). Boston, MA: Allyn & Bacon.
Kaskie, B. (2017). Theacademy is aging in place: Assessing alternatives for modifying institutions ofhigher education. The Gerontologist, 57(5), 816-823.
Kaya, G., Candan, S., Avşar-Tuncay, A., Hakverdi-Can, M., Can, D., &Pekbay, C. (2014). Aging education ın elementary textbooks. Procedia-Socialand Behavioral Sciences, 116, 3030-3037.
Kerschner, H. & Pegues, J. A. M. (1998). Productiveaging - A quality of life agenda. Journal of the American DieteticAssociation, 98(12), 1445-1448.
King, A. (1994). Guidingknowledge construction in the classroom: Effects of teaching children how toquestion and how to explain. AmericanEducational Research Journal, 31(2), 338-368.
Kite, M. E., & Whitley Jr, B. E. (2016). Psychology ofprejudice and discrimination. Routledge.
Kite, M. E., Stockdale, G. D., Whitley Jr, B. E., & Johnson, B. T.(2005). Attitudes toward younger and older adults: An updated meta‐analytic review. Journal of Social Issues, 61(2),241-266.
Knight, T., Skouteris, H., Townsend, M., & Hooley, M. (2014). The actof giving: A systematic review of nonfamilial intergenerationalinteraction. Journal of Intergenerational Relationships, 12(3),257-278.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning anddevelopment. New Jersey: Prentice Hall.
Kontis, V., Bennett, J. E., Mathers, C. D., Li, G.,Foreman, K., & Ezzati, M. (2017). Future life expectancy in 35industrialised countries: Projections with a Bayesian model ensemble. TheLancet, 389(10076), 1323–1335.
Kotter-Grühn, D. (2015).Changing negative views of aging: Implications for intervention andtranslational research. Annual Review of Gerontology and Geriatrics,35(1),167-186.
Kotter-Grühn, D., &Hess, T. M. (2012). The impact of age stereotypes on self-perceptions of agingacross the adult lifespan. Journals of Gerontology Series B:Psychological Sciences and Social Sciences, 67(5), 563-571.
Kranz, D., Thomas, N. M., & Hofer, J. (2021).Changes in age stereotypes in adolescent and older participants of anintergenerational encounter program. Frontiers in Psychology, 12,1327.
Krings, F., Sczesny, S.,& Kluge, A. (2011). Stereotypical inferences as mediators of agediscrimination: The role of competence and warmth. British Journal ofManagement, 22(2), 187-201.
Krout, J. A., &Wasyliw, Z. (2002). Infusing gerontology into grades 7–12 social studiescurricula. The Gerontologist, 42(3), 387-391.
Kuiper,W., Nieveen, N. en Visscher-Voerman, I.(2003). Curriculum development from atechnical-professional perspective. In J.van den Akker, W. Kuiper, & U.Hameyer (Eds.), Curriculum Landscapes and Trends(pp. 1-10). Dordrecht:Kluwer Academic Publishers.
Kuypers,J. A., & Bengston, V. (1973). Social behavior and competence: A model ofnormal aging. Human Development, 16(3), 181-201.
Labonte, R. (1994). Health promotion and empowerment: reflections onprofessional practice. Health Education Quarterly, 21(2),253-268.
Lai, C. K., Marini, M., Lehr, S. A., Cerruti, C., Shin, J. E. L.,Joy-Gaba, J. A., ... & Nosek, B. A. (2014). Reducing implicit racialpreferences: I. A comparative investigation of 17 interventions. Journalof Experimental Psychology: General, 143(4), 1765.
Lamont, R. A., Swift, H.J., & Abrams, D. (2015). A review and meta-analysis of age-based stereotypethreat: negative stereotypes, not facts, do the damage. Psychology andAging, 30(1), 180.
Langer, N. (1999). Changing youngsters’ perceptionsof aging: Aging education’s role.Educational Gerontology, 25(6), 549-554. doi:10.1080/036012799267611
Leedahl, S. N., Brasher, M. S., LoBuono, D. L.,Wood, B. M., & Estus, E. L. (2020). Reducing ageism: Changes in students’attitudes after participation in an intergenerational reverse mentoringprogram. Sustainability, 12(17), 6870.
Levy, B. R. (2003). Mind matters: Cognitive and physical effects of agingself-stereotypes. The Journals of Gerontology Series B: PsychologicalSciences and Social Sciences, 58(4), P203-P211.
Levy, B. R. (2009). Stereotype embodiment: A psychosocial approach toaging. Current Directions in Psychological Science, 18(6),332-336.
Levy, S. R. (2018). Toward reducing ageism: PEACE (Positive Educationabout Aging and Contact Experiences) Model. The Gerontologist, 58(2),226-232.
Levy, S., Lytle, A., Macdonald, J., & Apriceno, M. (2020). Reducingageism: PEACE (Positive Education about Aging and Contact Experiences)Model. Innovation in Aging, 4(Suppl 1), 647.
Lichtenstein, M. J.,Pruski, L. A., Marshall, C. E., Blalock, C. L., Lee, S., & Plaetke, R.(2003). Sentence completion to assess children's views about aging. TheGerontologist, 43(6), 839-848.
Lin, C. S., Ma,J. T., Kuo, K. Y. C., & Chou, C. T. C.(2015). Examining the efficacy ofproject-based learning on cultivating the 21st century skills among high schoolstudents in a global context. I-Manager ’s Journal on School EducationalTechnology, 11(1), 1-9.
Lloyd-Sherlock,P. G., Ebrahim, S., McKee, M., & Prince, M. J. (2016). Institutional ageismin global health policy. BMJ, 354. 
Lloyd-Sherlock, P.,McKee, M., Ebrahim, S., Gorman, M., Greengross, S., Prince, M., Pruchno, R.,Gutman, G., Kirkwood, T., O'Neill, D., Ferrucci, L., Kritchevsky, S. B., &Vellas, B. (2012). Population ageing and health. The Lancet, 379(9823),1295-1296.
Louie, A. K., Coverdale, J. H., Balon, R., Beresin, E. V., Brenner, A. M.,Guerrero, A. P., & Roberts, L. W. (2018). Enhancing empathy: A role forvirtual reality?
Lucchetti, A. L. G., Lucchetti, G., de Oliveira, I. N., Moreira-Almeida,A., & da Silva Ezequiel, O. (2017). Experiencing aging or demystifyingmyths?–Impact of different “geriatrics and gerontology” teaching strategies infirst year medical students. BMC Medical Education, 17(1),1-9.
Lyons, A., Alba, B.,Heywood, W., Fileborn, B., Minichiello, V., Barrett, C., Hinchliff, S., Malta,S., & Dow, B. (2018). Experiences of ageism and the mental health of olderadults. Aging & Mental Health, 22(11), 1456-1464.
Lytle, A., & Levy, S. R. (2019). Reducing ageism: Education aboutaging and extended contact with older adults. The Gerontologist, 59(3), 580-588.
Lytle,A., Macdonald, J., Apriceno, M., & Levy, S. R. (2020). Reducing ageism withbrief videos about aging education, ageism, and intergenerationalcontact. The Gerontologist, 61(7), 1164-1168.
Lytle, A., Nowacek, N.,& Levy, S. R. (2020). Instapals: Reducing ageism by facilitating intergenerationalcontact and providing aging education. Gerontology & GeriatricsEducation, 41(3), 308-319.
Macdonald, J., &Levy, S. R. (2021). Addressing stereotypes of aging and interest in careersworking with older adults through education. Gerontology &Geriatrics Education, 42(3), 363-379.
Madani, D. (2020). Dan Patrick on coronavirus:‘More important things thanliving’. NBC News, 21.https://www.nbcnews.com/news/us-news/texas-lt-gov-dan-patrick-reopeningeconomy-more-important-things-n1188911
Malani, P., Kullgren, J.,Solway, E., Ober Allen, J., Singer, D., & Kirch, M.(2020). National poll on healthy aging: Everyday ageism and health. https://deepblue.lib.umich.edu/bitstream/handle/2027.42/156038/0192_NPHA-ageism-report_FINAL-07132020.pdf
Mannion, G. (2012). Intergenerational education: The significance ofreciprocity and place. Journal of Intergenerational Relationships, 10(4),386-399
Mansson, D. H., Floyd, K., & Soliz, J. (2017).Affectionate communication is associated with emotional and relational resourcesin the grandparent-grandchild relationship.Journal of Intergenerational Relationships, 15(2), 85–103.
Marchetti,A., Lommi, M., Barbaranelli, C., Piredda, M., De Marinis, M. G., &Matarese, M. (2022). Development and Initial Validation of the Adolescents’Ageism Toward Older Adults Scale. The Gerontologist, 62(3),e150-e161.
Marques, S., Mariano, J., Mendonça, J., De Tavernier, W., Hess, M.,Naegele, L., Peixeiro, F., & Martins, D. (2020). Determinants of ageismagainst older adults: A systematic review. International Journal ofEnvironmental Research and Public Health, 17(7), 2560.
Marques, S., Lima, M. L., Abrams, D., & Swift, H. (2014). Will to live in older people's medical decisions: immediate anddelayed effects of aging stereotypes. Journal of Applied SocialPsychology, 44(6), 399–408.
Marshall,L. (2015). Thinking differently about aging: Changing attitudes through thehumanities. The Gerontologist, 55(4), 519-525.
McCleary, R. (2014).Using film and intergenerational colearning to enhance knowledge and attitudestoward older adults. Educational Gerontology, 40(6),414-426.
McGuire, S. L. (1987).Aging education in schools. Journal of School Health, 57(5),174-176.
McGuire, S. L., Klein, D.A., & Couper, D. (2005). Aging education: A national imperative. EducationalGerontology, 31(6), 443-460.
McGuire, S.L. (1994). Non-ageist picture books for young readers: An annotated bibliographyfor preschool to third grade. Southington, CT: Center for UnderstandingAging.
McKeown, J., Clarke, A.,& Repper, J. (2006). Life story work in health and social care: systematicliterature review. Journal of Advanced Nursing, 55(2),237-247.
Mendonça, J. M. S.(2020). What do children think about older persons? Developmental pattern ofexplicit and implicit ageism across childhood (Unpublished doctoraldissertation). IUL School of SocialSciences.
Merriam,S.B. (1988). Case study research in education: a qualitative approach. SanFrancisco: Jossey-Bass.od
Merriam, S.B. (1998). Qualitativeresearch and case study application in education. San Francisco:Jossey-Bass.
Meshel, D. S., & MCGlynn, R. P. (2004). Intergenerational contact,attitudes, and stereotypes of adolescents and older people. EducationalGerontology, 30(6), 457-479.
Middlecamp, M.,& Gross, D. (2002). Intergenerational daycare and preschoolers' attitudesabout aging. Educational Gerontology, 28(4), 271–288.
Millstein, R. A., & Sallis, J. F. (2011). Youth advocacy for obesityprevention: The next wave of social change for health. TranslationalBehavioral Medicine, 1(3), 497-505.
Montepare, J. M., &Zebrowitz, L. A. (2002). A social-developmental view of ageism. In T. D. Nelson(Ed.), Ageism: Stereotyping and prejudiceagainst older persons (pp.77–125). The MIT Press.
Montepare,J. M.,& Zebrowitz, L. A. (2002). A social-developmental view of ageism. In T. D. Nelson (Ed.), Ageism:Stereotyping and prejudice against older persons (pp. 77-125).London: The MIT Press.
Montero-Odasso, M., Hogan, D. B., Lam, R., Madden, K., MacKnight, C.,Molnar, F., & Rockwood, K. (2020). Age alone is not adequate to determinehealth-care resource allocation during the COVID-19 pandemic. CanadianGeriatrics Journal, 23(1), 152.
Moseman, L. A.(1992). Intermediate-level elementary teachers' knowledge about agingand classroom aging education practices: An exploratory study (Unpublished doctoraldissertation). The University ofNebraska-Lincoln.
Nelson, T. D. (2005).Ageism: Prejudice against our feared future self. Journal of SocialIssues, 61(2), 207-221.
Nelson, T. D. (2011). Ageism: The strange case of prejudice against theolder you. In Disability and aging discrimination (pp. 37-47).Springer, New York, NY.
Ng, R. (2021). Societalage stereotypes in the US and UK from a media database of 1.1 billionwords. International Journal of Environmental Research and PublicHealth, 18(16), 8822.
Ng, R., Allore, H. G., Trentalange, M., Monin, J. K., & Levy, B. R.(2015). Increasing negativity of age stereotypes across 200 years: Evidencefrom a database of 400 million words. PloS one, 10(2),e0117086.
Noddings, N. (1984). Caring:A feminine approach to ethics and moral education. Berkeley and LosAngeles: University of California Press.
North, M. S., &Fiske, S. T. (2012). An inconvenienced youth? Ageism and its potential intergenerationalroots. Psychological Bulletin, 138(5), 982–997.
Nutbeam, D., & Kickbusch, I.(1998). Health promotion glossary. Health Promotion International, 13(4),349-364.
Officer, A., & de laFuente-Núñez, V. (2018). A global campaign to combat ageism. Bulletinof the World Health Organization, 96(4), 295.
Officer,A., Thiyagarajan, J. A., Schneiders, M. L., Nash, P., & De La Fuente-Nunez,V. (2020). Ageism, healthy life expectancy and population ageing: how are theyrelated? International Journal of Environmental Research and Public Health, 17(9),3159.
Oh, S. Y., Bailenson, J., Weisz, E., & Zaki, J. (2016). Virtually old:Embodied perspective taking and the reduction of ageism under threat. Computersin Human Behavior, 60, 398-410.
Okoye, U. O., &Obikeze, D. S. (2005). Stereotypes and perceptions of the elderly by the youthin Nigeria: Implications for social policy. Journal of AppliedGerontology, 24(5), 439-452.
Olson, M. D. (2007).Gerontology content in MSW curricula and student attitudes toward olderadults. Educational Gerontology, 33(11), 981-994.
Omstein,A. C., & Hunkins, F. (1993). Curriculum:Foundations. Principles andIssues,(second ed.) Boston:Allyn & Bacon.
Pacala, J. T., Boult, C., & Hepburn, K. (2006). Ten years' experienceconducting the aging game workshop: Was it worth it? Journal of the AmericanGeriatrics Society, 54(1), 144-149.
Palmer, D. H. (2009). Student interest generated duringan inquiry skills lesson. Journal of Research in Science Teaching, 46(2),147-165. doi:10.1002/tea.20263
Palmore,E. (1982). Attitudes toward the aged: What we know and what we need to know. Researchon Aging, 4(3), 333–348.
Palmore, E. (1988). The Facts on Aging Quiz: Ahandbook of uses and results. New York: Springer Publishing Company.
Palmore, E. (1999). Ageism: Negativeand positive (2nd ed.). New York:Springer
Palmore, E. B. (2004).Research note: ageism in Canada and the United States. Journal ofcross-cultural gerontology, 19(1), 41-46.
Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works?A review and assessment of research and practice. Annual review ofpsychology, 60, 339-367.
Peacock,L. (2012, April 14). Women need role models who can juggle home and work life,says Rothschild MD Sian Westerman. The Telegraph. https://www.telegraph.co.uk/finance/jobs/9203658/Women-need-role-models-who-can-juggle-home-and-work-life-says-Rothschild-MD-Sian-Westerman.html
Pettigrew, T. F. (1998).Intergroup contact theory. Annual review of psychology, 49(1),65-85.
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test ofintergroup contact theory. Journal of personality and social psychology, 90(5),751-783.
Pinquart, M., &Forstmeier, S. (2012). Effects of reminiscence interventions on psychosocialoutcomes: A meta-analysis. Aging & mental health, 16(5),541-558.
Powers, M., Gray, M.,& Garver, K. (2013). Attitudes toward older adults: Results from afitness-based intergenerational learning experience. Journal ofIntergenerational Relationships, 11(1), 50-61.
Pratt,D. (1994). Curriculum planning: A handbook for professionals.Orlando, FL: Harcourt Brace College Publishers.
Rababa, M., Al-Dwaikat,T., & Almomani, M. H. (2021). Assessing knowledge and ageist attitudes andbehaviors toward older adults among undergraduate nursing students. Gerontology& Geriatrics Education, 42(3), 347-362.
Ragan, A. M., & Bowen, A. M. (2001). Improving attitudes regarding theelderly population: The effects of information and reinforcement forchange. The Gerontologist, 41(4), 511-515.
Randler, C., Vollmer, C., Wilhelm, D., Flessner,M., & Hummel, E. (2014). Attitudes towards the elderly among Germanadolescents. Educational Gerontology, 40(3), 230-238.
Raths, L.E.,Harmin, S., and Simon, S.B. (1966). Valuesand teaching: Working with values in the classroom. Charles E. Merril.
Reynolds, L. (2020). The COVID-19 pandemic exposeslimited understanding of ageism. Journal of Aging & Social Policy, 32(4–5),499–505.
Robinson, S., & Howatson-Jones, L. (2014). Children’s views of olderpeople. Journal of Research in Childhood Education, 28(3),293-312.
Robinson, S., & Howatson-Jones, L. (2014). Children’s views of olderpeople. Journal of Research in Childhood Education, 28(3),293-312.
Robinson, T., Zurcher,J., & Callahan, C. (2015). Youthful ideals of older adults: An analysis ofchildren's drawings. Educational Gerontology, 41(6),440-450.
Roodin, P., Brown, L. H., & Shedlock, D. (2013).Intergenerational service-learning: A review of recent literature anddirections for the future. Gerontology& Geriatrics Education, 34(1), 3–25.
Rosenbaum, L. (2020).Facing Covid-19 in Italy—Ethics, logistics, and therapeutics on the epidemic’sfront line. New England Journal of Medicine, 382(20),1873-1875.
Rosenthal,L., Levy, S. R., London, B., Lobel, M., & Bazile, C. (2013). In pursuit ofthe MD: The impact of role models, identity compatibility, and belonging amongundergraduate women. Sex Roles, 68(7), 464-473.
Saleh, N., Elsayed, E., Mohamed, H., & El-Gilany, A. H. (2017).Simulated aging game/traditional lecture and students' knowledge andattitude. Alexandria Scientific Nursing Journal, 19(1),163-176.
Sarabia-Cobo, C. M., & Pfeiffer, C. C. (2015). Changing negativestereotypes regarding aging in undergraduate nursing students. NurseEducation Today, 35(9), e60-e64.
Schiller Schigelone, A. R. (2003). How canwe ignore the why? A theoretical approach to health care professionals'attitudes toward older adults. Journal of Gerontological Social Work, 40(3),31-50.
Schwab,J. J. (1971). The Practical: Arts ofEclectic. The school review, 79(4), 493-452.
Sciplino, C., & Kinshott, M. (2019). Adultgrandchildren’s perspectives on the grandparent-grandchild relationship fromchildhood to adulthood. Educational Gerontology, 45(2),134-145.
Scottish Health Service Advisory Group (1997) Advocacy:A guide to good practice. Scottish Office, Edinburgh.
Seefeldt, C. (1984).Children's attitudes toward the elderly: A cross-cultural comparison. TheInternational Journal of Aging and Human Development, 19(4),319-328.
Seefeldt, C.,& Ahn, U. R. (1990). Children's attitudes toward the elderly in Korea and theUnited States. International Journal of Comparative Sociology, 31, 248–256.
Shiovitz-Ezra, S., Ayalon, L., Brodsky, J., & Doron, I. I. (2016).Measuring ageism based on knowledge, attitudes and behavior: Findings from anIsraeli pilot study. Ageing International, 41(3),298-310.
Skilbeck,M. (1982). School-based curriculum development. In Victor, L. and Zeldin, D.(Eds.) Planning in the curriculum. London:Hodderand Stonghton.
Skilbeck,M. (1984). School based curriculum development. London: Harper& Row.
Smith, E. L., Blakeslee,T. D., & Anderson, C. W. (1993). Teaching strategies associated withconceptual change learning in science. Journal of Research in ScienceTeaching, 30(2), 111-126.
Smith, M. L., Bergeron, C. D., Cowart, C., Ahn, S.,Towne, S. D., Jr., Ory, M. G., Menn, M. A., & Chaney, J. D. (2017). Factorsassociated with ageist attitudes among college students. Geriatrics &Gerontology International, 17(10), 1698–1706.
Snyder, J., Bolin, F., & Zumwalt, K.(1992). Curriculum implementation. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp.402-435). New York:Macmillan.
Songer, A. D., &Breitkreuz, K. R. (2014). Interdisciplinary, collaborative international servicelearning: Developing engineering students as global citizens. InternationalJournal for Service Learning in Engineering, Humanitarian Engineering andSocial Entrepreneurship, 9(2), 157-170.
Stahl, S. T., & Metzger, A. (2013). College students' ageist behavior:the role of aging knowledge and perceived vulnerability to disease. Gerontology& Geriatrics Education, 34(2), 197-211.
Stake, R. E. (1995). Theart of case study research. Thousand Oaks, CA: Sage.
Stangor, C. (2009). The studyingof stereotyping, prejudice, and discrimination within social psychology.In t. D. Nelson(Ed.), Handbook ofprejudice, stereotyping, and discrimination. New York: Taylor &Francis.
Stangor, C., Jhangiani, R., & Tarry, H. (2017). Principles of social psychology (1st International ed.). BCcampus.
Stedman, K. C.(1983). Knowledge about aging and attitude toward older learners amongadult educators: A correlational study (Upublished doctoraldissertation). The University of Texas at Austin).
Stenhouse,L. (1975). An introduction to curriculumresearch and development. London: Heinemann.
Sum, S., Emamian, S., & Sefidchian, A. (2016). Aging educationalprogram to reduce ageism: Intergenerational approach. Elderly HealthJournal, 2(1), 33-38.
Swift, H. J., Abrams, D., & Marques, S. (2013). Threat or boost?Social comparison affects older people’s performance differently depending ontask domain. Journals of Gerontology Series B: Psychological Sciencesand Social Sciences, 68(1), 23-30.
Swift, H. J., Abrams, D., Lamont, R. A., & Drury, L. (2017). The risksof ageism model: How ageism and negative attitudes toward age can be a barrierto active aging. Social Issues and PolicyReview, 11(1), 195-231.
Tam,T., Hewstone, M., Harwood, J., Voci, A., & Kenworthy, J. (2006). Intergroupcontact and grandparent–grandchild communication: The effects ofself-disclosure on implicit and explicit biases against older people. GroupProcesses & Intergroup Relations, 9(3), 413-429.
Teater, B. (2018). How stereotypes and attitudestoward older adults are challenged through intergenerational contact: Youngpeople explain the process. Gerontology & Geriatrics Education, 39(1),104-116.
Teater, B., & Chonody, J. M. (2017).Stereotypes and attitudes toward older people among children transitioning frommiddle childhood into adolescence: Time matters. Gerontology &Geriatrics Education, 38(2), 204-218.
Traxler, A. J.(1980). Let's get gerontologized: Developing a sensitivity to aging.the multi-purpose senior center concept: A training manual for practitioners workingwith the aging. Springfield, IL: Illinois Department of Aging.
United Nations (2015). World population ageing 2015: Highlights. New York, NY: Author.
United Nations. (1991).United Nations principles for older persons. Resolution 46/91.
Usta, Y. Y., Demir, Y., Yönder, M., & Yildiz, A. (2012). Nursingstudents’ attitudes toward ageism in Turkey. Archives of Gerontologyand Geriatrics, 54(1), 90-93.
Vauclair, C. M., Hanke,K., Huang, L. L., & Abrams, D. (2017). Are Asian cultures really lessageist than Western ones? It depends on the questions asked. InternationalJournal of Psychology, 52(2), 136-144.
Vauclair, C. M., Lima, M.L., Abrams, D., Swift, H. J., & Bratt, C. (2016). What do older peoplethink that others think of them, and does it matter? The role ofmeta-perceptions and social norms in the prediction of perceived agediscrimination. Psychology and Aging, 31(7), 699-710.
Vygotsky, L. S. (1978). Mind and society: Thedevelopment of higher mental processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Konkretnaya psikhologiya cheloveka [Aconcrete psychology of man]. Vestnik Moskovskogo Universiteta. Seriya 14.Psikhologiya (pp. 52-65). [In Russian]
Walker, D. (1971). A naturalistic model for curriculumdevelopment. School Review, 80(1), 51-65.
Wallerstein, N., & Sanchez-Merki, V. (1994). Freirian praxis in healtheducation: research results from an adolescent prevention program. HealthEducation Research, 9(1), 105-118.
Weng, S. S. (2019). An Asian Americancommunity intergenerational response to older adult isolation and loneliness.Journal of Intergenerational Relationships, 17(3), 257–272.
Wiggins, G. & McTighe, J. (2005).Understanding by design (2nd ed.). Alexandria, VA: ASCD.
Williams, K. N., Herman, R., Gajewski, B., & Wilson, K. (2009).Elderspeak communication: Impact on dementia care. American Journal ofAlzheimer's Disease & Other Dementias, 24(1), 11-20.
Wilson, D. M., Nam, M. A., Murphy, J., Victorino, J. P., Gondim, E. C.,& Low, G. (2017). A critical review of published research literaturereviews on nursing and healthcare ageism. Journal of Clinical Nursing, 26(23-24),3881-3892. https://doi.org/10.1111/jocn.13803.
Wood, A. M.,Froh, J. J., & Geraghty, A. W. (2010). Gratitude and well-being: A reviewand theoretical integration. Clinical Psychology Review, 30(7),890-905.
WorldHealth Organization (2015). World reporton ageing and health. https://www. who.int/ageing/publications/world-report-2015/en/
World Health Organization (2018).Ageing and health. https://www.who.int/news-room/fact-sheets/detail/ageing-and-health
World Health Organization. (2021). Globalreport on ageism.https://www.who.int/publications/i/item/global-report-on-ageism.
Wurtele, S. K., &Maruyama, L. (2013). Changing students’ stereotypes of older adults. Teachingof Psychology, 40(1), 59-61.
Yaghoobzadeh, A., Navab, E., Mirlashari, J., Nasrabadi, A. N., Goudarzian,A. H., Allen, K. A., & Pourmollamirza, A. (2020). Factors moderating theinfluence of intergenerational contact on ageism: A systematic review. Journalof Psychosocial Nursing and Mental Health Services, 58(8),48-55.
Yamashita, T., Hahn, S. J., Kinney, J. M., & Poon, L. W. (2018).Impact of life stories on college students’ positive and negative attitudestoward older adults. Gerontology & Geriatrics Education, 39(3),326-340.
Yin,R. K. (2014). Case study research: Design and methods (5th ed.). LA:Sage.
Yoelin, A. B. (2021).Intergenerational service learning within an aging course and Its impact onundergraduate students’ attitudes about aging. Journal ofIntergenerational Relationships, 1-16.
Yu, C. Y., & Chen, K. M. (2012). Experiencing simulated aging improvesknowledge of and attitudes toward aging. Journal of the AmericanGeriatrics Society, 60(5), 957-961.
Zhang, Y, Li, S., & Harwood, J. (2021)祖孫交流和對關係的態度:中國的團結和家庭共享身份。 國際雜誌,  15 ,19。
Zucchero, RA (2011)。Aco-mentoring 項目:代際服務學習體驗。 教育老年學,  37 (8), 687-702。
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE