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1.
Abstract

Using a time-series design, the effects of variations in the scheduling of enrichment and skill learning activities were examined. A performance measure in reading indicated that children completed more work under a schedule of clearly demarcated enrichment and skill learning activities.  相似文献   

2.
Abstract

This study aims to understand the ways in which children’s play is situated in and shaped by middle-class parenting practices in South Korea. Drawing on a set of data collected through semi-structured interviews with 16 parents having children aged 6–11?years, I observe that despite the widespread rhetoric of the significance of play, parents’ scheduling of their children’s daily routine centres around ‘study’, while play, especially free play, is left for in between times and limited spaces. Play is prominently associated with and instrumental in developing children’s social skills and ensuring their emotional state. In line with the trend in the Global North where a broader concept of play is being institutionalised and incorporated into organised enrichment activities, play spaces are increasingly becoming a site of strategic family consumption. The changing geographies of play strongly reflect the neoliberal climate which generates anxiety and exhaustion related to parenting practices.  相似文献   

3.

Case studies of two highly gifted preschoolers demonstrate the widely varying abilities of children at the highest ends of the intelligence scales. The article discusses pitfalls in providing programs for the highly gifted and warns that acceleration is not enough. The author suggests that three key components — assessment, flexible scheduling and counseling —are critical to the success of any program for children with advanced intellectual gifts.  相似文献   

4.

A pilot study of 50 sections of basic writing offered at LaGuardia Community College suggests that no matter how class hours are distributed through the week, students' chances of passing will not be affected. A significantly higher percentage of A and B grades received by students in classes meeting twice a week may be explained rather by noting that these were evening classes than by ascribing any special qualities to that particular scheduling pattern.  相似文献   

5.
《Teaching Education》2013,24(3):343-351

This paper describes a graduate multicultural education course centered on field experiences in the local community. Personal student interaction with the diversity of cultures found in the city not only modeled relevant curriculum built on local issues, but also promoted self-reflection and growth. A variety of teaching strategies were used including technology, which had unanticipated good results. The course also encouraged student responsibility with flexible scheduling and multiple ways to document learning. Students and instructor took on new roles as they participated in the learning/teaching continuum. Modifications of this course design for use in other locations are also discussed.  相似文献   

6.
ABSTRACT

Background: Attendance of university students at their timetabled teaching sessions is usually associated with higher levels of educational attainment. Attendance is usually considered to reflect students’ level of engagement with their course and to be critical to student success; despite the potential for technological alternatives, lectures and other face-to-face sessions still tend to be the primary method of teaching at university.

Purpose: Here we review studies which have investigated these determinants of attendance in order to gain a better understanding of whether – and how – Higher Education Institutions are able to improve attendance rates.

Sources of evidence: Electronic databases (e.g. ERIC, Web of Science) were used to identify articles exploring attendance in Higher Education settings.

Main argument: Some of the most debated determinants of attendance are reviewed: teaching issues (e.g. quality, style and format); effects of university expectations and policy (e.g. mandating attendance, awarding grades for attendance); scheduling issues; provision of materials online; and the effects of individual factors arguably outside of the Higher Education Institution’s control (e.g. finance, student employment, student demographics and psychological factors).

Conclusions: It is suggested that, although some individual factors influence student attendance and are arguably out of the control of HEIs, it is possible for them to facilitate attendance through adjustments to aspects of degree delivery such as attendance policies and monitoring, timetabling and style of teaching. Implications for policies on the recording of lectures, curriculum design and student term-time working are also discussed. Future research on student attendance should include longer and larger studies which simultaneously consider a range of influences; examining both inter- and intra-individual variability and different types of teaching sessions.  相似文献   

7.
Abstract

Flexibility in location, scheduling, and delivery of courses and programs through distance education can provide disabled students with what may be their first real access to higher education. Distance educators must stay abreast of developments (particularly technological developments) that will improve future services; in this way, they can take a proactive stance in providing and delivering courses, instruction, and testing in accessible formats. This article states a philosophy for serving disabled learners and describes practical applications of that philosophy for distance education programs based on the experiences of the Independent Study program at the University of Wisconsin‐Extension. Issues addressed include information dissemination, planning, instruction, testing, and faculty training and support.  相似文献   

8.

In operating systems classes students study the theory, concepts, and mechanisms of operating systems: system calls, layered design, the client‐server model, processes, interprocess communication, CPU scheduling, deadlock, input and output, device drivers, memory management, file systems, protection, etc. Their understanding of these concepts will be enhanced if they are given the opportunity to examine the internal operation and source code of an actual operating system and see how the various concepts and features studied are implemented. By modifying the source code to change the behavior of the operating system or introduce new features, students can further enhance their understanding and gain valuable practical experience. This article describes the use of the Apple Macintosh version of MINIX, a UNIX look‐alike operating system available in source form, in an operating systems workshop course. The use of the Macintosh version is compared to the IBM PC version. What the students learned from the workshop assignments is discussed.  相似文献   

9.
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10.
ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies  相似文献   

11.
Book review     

Land‐Grant Universities and Extension into the 21st Century: Renegotiating or Abandoning a Social Contract By: George R. McDowell. Iowa State University Press, Ames, 2001. 264 pp, $ 59.95  相似文献   

12.
Stereoselective transformation of Baylis-Hillman acetates I into corresponding （Z）-allyl iodides 2 has been achieved by treatment of I with samarium triiodide in THF. Remarkable rate acceleration of samarium triiodide-mediated iodination of 1 was found when ionic liquid 1-n-butyl-3-methyl-imidazolium tetrafluroborate （[bmim]BF4） was used as reaction media in stead of THF. This novel approach proceeds readily at 50 ℃ within a few minutes to afford （Z）-allyl iodides 2 in excellent yields. A mechanism involving stereoselective iodination of the acetates of Baylis-Hillman adducts by samarium triiodide is described, in which a six-membered ring transition state played a key role in the stereoselective formation of 2.  相似文献   

13.
BackgroundRoutine child abuse screening is an approach to early identification of abuse. Previous studies evaluated paper-based screens; the widespread use of electronic health records suggests that screening is more likely to succeed if integrated into the electronic record.ObjectiveTo implement an electronic health record-based child abuse screen in a diverse hospital system and to evaluate the screening rate, rate of positive screens, and number of reports to Child Protective Services and assess whether hospital and patient characteristics are associated with these rates.Participants and settingChildren <13 years of age evaluated at one of 13 Emergency Departments within University of Pittsburgh Medical Center Health System.MethodsA previously validated child abuse screen was slightly modified and integrated into Cerner. Multivariable logistic regression models were used to estimate the odds of the outcomes of interest, controlling for key covariates.ResultsOf 17,163 eligible children: 68% received the screen of which 1.9% were positive. The rate of reports to Child Protective Services was higher among children who were screened (p < 0.0001). Younger children were more likely to be screened, have a positive screen, and have a report filed. There was no difference in the odds of being screened according to hospital teaching status, size or urban vs rural location.ConclusionsA child abuse screening tool can be integrated into the electronic health record in a large health-care network. The increased number of reports among children who were screened suggests that screening facilitates detection of suspected maltreatment.  相似文献   

14.
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15.
This South African study aims at contributing to the debate regarding the processes underlying the core deficits of Attention-Deficit/Hyperactivity Disorder (ADHD) by investigating the motivational factors underlying the symptoms of ADHD. It investigates the difference between adolescents with ADHD (combined type) and adolescents without ADHD regarding their achievement motivation. The results add to previous knowledge regarding the motivational deficits demonstrated by ADHD children and provide a valuable insight into their achievement motivational patterns, especially regarding negative fear of failure and the motive to achieve. Recommendations are suggested regarding educational and therapeutic strategies to improve the ADHD child's motivation at home and at school.  相似文献   

16.
Background: Policymakers’ use of high-stakes exams to improve students’ academic achievement affects teachers and their tenure in the field at all levels of schooling. Novice teachers now being inducted into the field have been educated almost exclusively in these high-stakes learning environments. Yet, how their familiarity with these contexts combined with their experiences in their own classrooms affect novices’ induction into the field of teaching has not been fully examined. Aim: This article presents findings from an investigation into the experiences of two first-year teachers who were educated and trained to be teachers in the same high-stakes education system in which they taught. It examines how these first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. Methods: This qualitative case study centers on the experiences of two first-year teachers working in the same high-stakes standards-based accountability teaching context in which they were educated – the case. This study provides insight into the issue of how novices’ familiarity with high-stakes reform combined with their experiences in their own classrooms impacts their conceptions of their teaching and their tenure in the field. Outcomes: The findings from this case study reveal how policymakers’ high-stakes reforms impacted the development of these novice teachers in significant ways. Not only did they have to learn how to teach as they taught, but they also had to ensure they were teaching all of their students to pass the high-stakes exams. Their varied experiences also demonstrate how these high-stakes exams can ‘test’ beginning teachers out of the classroom. Conclusions: These findings demonstrate that first-year teachers’ familiarity with policymakers’ high-stakes reforms is not enough to prepare them for the expectation that they immediately improve students’ academic achievement on high-stakes exams. Such findings not only challenge what it means to be a educator in these contexts, but they also shed light on how larger political and economic forces impact the teaching and tenure of novices. To support new teachers, teacher educators and mentors should rethink the education and induction processes while helping novices understand as well as prepare for the role context plays in their teaching and development as professionals.  相似文献   

17.
A hybrid two-stage flowshop scheduling problem was considered which involves m identical parallel machines at Stage 1 and a burn-in processor M at Stage 2, and the makespan was taken as the minimization objective. This scheduling problem is NP-hard in general. We divide it into eight subcases. Except for the following two subcases： （1） b≥ an, max{m, B} 〈 n; （2） a1 ≤ b ≤ an, m ≤ B 〈 n, for all other subcases, their NP-hardness was proved or pointed out, corresponding approximation algorithms were conducted and their worst-case performances were estimated. In all these approximation algorithms, the Multifit and PTAS algorithms were respectively used, as the jobs were scheduled in m identical parallel machines.  相似文献   

18.
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity.

Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry.

Sample: Two small student groups investigating the burning of a candle under a jar participated in this study.

Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions).

Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement.

Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.  相似文献   

19.
ABSTRACT

Background: Although the usefulness of Dörnyei’s framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for.

Purpose: This study explores the uses of motivational strategies beyond Dörnyei’s taxonomy, and the factors that cause English teachers to use them.

Methods: In total, 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively.

Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei’s recommendations, two additional macrostrategies – routine teaching activities and uses of authentic materials – were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility.

Conclusions: This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration.  相似文献   

20.
BackgroundEmotional maltreatment is the most pervasive but least studied form of abuse.ObjectiveIn the present study, we examined the role of emotion reactivity and emotion regulation in emotional child maltreatment.MethodsWe identified nine studies that compared levels of parental emotion reactivity and regulation in emotionally maltreating families with levels in non-maltreating families.ResultsOur meta-analytic findings revealed that, in comparison to non-maltreating parents, parents who are emotionally maltreating their children report higher levels of negative affect, depression, verbal aggression, and anger. We also found that in comparison to non-maltreating parents, emotionally maltreating parents report lower levels of emotional control, emotion regulation, and coping strategies.ConclusionsWe outline the theoretical and practical implications of these results, and emphasize how research into the etiology of child maltreatment may provide the basis for more effective prevention, screening, and treatment practices designed to eradicate emotional maltreatment.  相似文献   

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