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41.
Studies suggest that the learning environment can act as a third teacher in contributing towards student academic success. A variable within the physical learning environment that has received little attention in the literature is the interior lighting. Because of budget constraints and age, most American public school classrooms have fluorescent lighting fixtures installed. A new lighting technology, Light Emitting Diodes (LEDs), is becoming popular in commercial facilities across the United States because of energy efficiency. Previous research has demonstrated that lighting influences adult worker productivity and mood in a workplace. However, because children process stimuli faster, it is unknown whether LED lighting would have the same influence in a learning environment. Researchers hypothesise that students display more engaged behaviours in classrooms lit with LEDs as compared with fluorescent lighting fixtures. The current study tested this hypothesis by observing child engagement behaviours in a pre-K classroom under LED lighting and fluorescent lighting fixtures to compare differences. Students displayed more engaged behaviours under the LED lighting condition.
相似文献42.
Growth and development following prenatal stress exposure in primates: an examination of ontogenetic vulnerability 总被引：6，自引：0，他引：6
Previous studies have found that stressful events during pregnancy can influence the developing fetus, resulting in attentional and neuromotor problems. This prospective study examined whether periods of vulnerability exist for neurobehavioral impairments associated with prenatal stress, using a nonhuman primate model. Twenty-eight rhesus monkey infants were born to mothers in 3 groups: (1) early gestation stress involving mild psychological stress from gestational days 45-90, (2) mid-late gestation stress from days 90-145, and (3) undisturbed controls. Infants were separated from their mothers on days 4, 9, 15, and 22 (+/- 1) postpartum for growth and neurobehavioral assessments. Results indicated that infants from the early gestation stress condition weighed less than infants from mothers stressed during mid-late gestation. Moreover, whereas both groups scored lower than controls on measures of attention and neuromotor maturity, early gestation stress was associated with more pronounced and more pervasive motor impairments than mid-late gestation stress. These results suggest sensitivity to prenatal stress effects peaks during early gestation, tapering off during mid-late gestation. Clarifying the period of greatest vulnerability to prenatal stress moves toward elucidating the underlying mechanism for prenatal stress effects and may lead to more successful intervention and/or prevention. 相似文献
43.
Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender 
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下载免费PDF全文 Gabrielle H. Rocchino Bridget V. Dever Alana Telesford Kristen Fletcher 《Psychology in the schools》2017,54(9):905-917
This study examines academic self‐efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self‐efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low‐income high school students who completed self‐report measures on the constructs of interest. Academic self‐efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self‐efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self‐efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. 相似文献
44.
Koehler K Braun H De Marees M Fusch G Fusch C Mester J Schaenzer W 《Journal of sports sciences》2010,28(13):1435-1449
The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal x day(-1)). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g kg(-1) x day(-1)). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal x day(-1)) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal x min(-1); cycling: r = 0.95, SEE = 1.4 kcal x min(-1)). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes. 相似文献
45.
Joshua M. Rosenberg Joshua W. Reid Elizabeth B. Dyer Matthew J. Koehler Christian Fischer Thomas J. McKenna 《科学教学研究杂志》2020,57(9):1322-1355
The Next Generation Science Standards (NGSS) chat (#NGSSchat) is a social media-based professional network used to discuss topics related to the NGSS in the United States. While successful reforms involve and coordinate the work of multiple stakeholders, recent research points out a striking lack of coordination between the individuals working in different educational roles—to the detriment of intended changes in the system. In this study, we analyzed more than 7,000 posts from individuals participating in #NGSSchat on Twitter (n = 247) during 2 years of 1-hr synchronous discussions. We studied the depth and types of conversations that took place, the extent to which the involvement of teachers, administrators, researchers, and organizations was balanced, and what explains participation in the network over time. Using a mixed-methods approach involving social network analysis, we found that conversations were primarily transactional, or social, and substantive, or providing opportunities for sense-making about the standards or for participants to transform their practice and that individuals from diverse roles participated, with teachers comprising the plurality of those involved. Additionally, researchers, administrators, and teachers were the most active in the network, with no differences in both initiating, or sending, and being the recipients of, or receiving, replies as a part of conversations. Finally, we found that being a teacher or administrator, as well as receiving replies from individuals who were important in the network, were positively related to sustained involvement in the network in the following year. We discuss how #NGSSchat—as a social media-based professional network—demonstrates similar features in other effective networks, and how social media-based networks invite new visions for how to implement ambitious, large-scale changes in science education. 相似文献
46.
Marilyn A. Winkleby Judith Ned David Ahn Alana Koehler Kathleen Fagliano Casey Crump 《Journal of Science Education and Technology》2014,23(1):138-144
Given limited funding for school-based science education, non-school-based programs have been developed at colleges and universities to increase the number of students entering science- and health-related careers and address critical workforce needs. However, few evaluations of such programs have been conducted. We report the design and methods of a controlled trial to evaluate the Stanford Medical Youth Science Program’s Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program. This 5-year matched cohort study uses an annual survey to assess educational and career outcomes among four cohorts of students who participate in the SRP and a matched comparison group of applicants who were not chosen to participate in the SRP. Matching on sociodemographic and academic background allows control for potential confounding. This design enables the testing of whether the SRP has an independent effect on educational- and career-related outcomes above and beyond the effects of other factors such as gender, ethnicity, socioeconomic background, and pre-intervention academic preparation. The results will help determine which curriculum components contribute most to successful outcomes and which students benefit most. After 4 years of follow-up, the results demonstrate high response rates from SRP participants and the comparison group with completion rates near 90 %, similar response rates by gender and ethnicity, and little attrition with each additional year of follow-up. This design and methods can potentially be replicated to evaluate and improve other biomedical pipeline programs, which are increasingly important for equipping more students for science- and health-related careers. 相似文献
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48.
This is a design study meant to demonstrate the feasibility of integrating three rather different theoretical perspectives
for future efforts in multimedia instructional design. A multimedia instructional grammar program contextualized within the
teaching of English as a Second Language (ESL) was developed and evaluated. The program design was grounded in Mayer’s multimedia
learning theory (2001), Sweller’s cognitive load theory (CLT, 2005), and cognitive training theory using an inductive reasoning
paradigm (Klauer and Phye, Rev Educ Res 78(1):85–124, 2008). A successful integration of cognitive training theory into program design is expected to facilitate the transition of student’s
declarative knowledge of a grammar concept of passive voice to procedural knowledge (Phye, Contemp Educ Psychol 16:87–94,
1991; Phye et al., Empirical methods for evaluating educational interventions, Academic Press/Elsevier, San Diego, 2005). Two studies involving ten and four adult ESL learners were conducted in a Midwest community college. Grammar teaching occurred
within the context of history and geography of the USA. Students with low prior knowledge of passive voice grammar concepts,
intermediate level of general vocabulary, and adequate basic knowledge of content (basic geography and history) benefited
most from the program. Preliminary results are encouraging for the aforementioned integrative efforts. 相似文献
49.
Meilan Zhang Mary LundebergMatthew J. Koehler Jan Eberhardt 《Teaching and Teacher Education》2011,27(2):454-462
Although researchers have reported positive effects on teacher learning from observing published video, teachers’ own video, and their colleagues’ video, very few professional development programs have integrated all three types of video to improve teacher learning. In this study, we examined the affordances and challenges of the three types of video when they were used in a Problem-Based Learning professional development program, drawing upon multiple data sources from 26 K-12 science teachers. We present a case study to illustrate how one teacher might learn from each type of video, and conclude with recommendations for using video in professional development. 相似文献
50.
Virtual Professional Learning Communities: Teachers’ Perceptions of Virtual Versus Face-to-Face Professional Development 总被引：3，自引：0，他引：3
Tom J. McConnell Joyce M. Parker Jan Eberhardt Matthew J. Koehler Mary A. Lundeberg 《Journal of Science Education and Technology》2013,22(3):267-277
Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to face-to-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed. 相似文献