The development of flexibility in equation solving     

Jon R. Star  Colleen Seifert 《Contemporary educational psychology》2006

This paper explores the development of students’ knowledge of mathematical procedures. Students’ tendency to develop rote knowledge of procedures has been widely commented on. An alternative, more flexible endpoint for the development of procedural knowledge is explored here, where students choose to deviate from established solving patterns on particular problems for greater efficiency. Students with no prior knowledge of formal linear equation solving techniques were taught the basic transformations of this domain. After instruction, students engaged in problem-solving sessions in two conditions. Treatment students completed the “alternative ordering task,” where they were asked to re-solve a previously completed problem but using a different ordering of transformations. Those completing alternative ordering tasks demonstrated greater flexibility.  相似文献   

Conscientious internationalisation in higher education: contextual complexities and comparative tensions     

Ledger  Susan  Kawalilak  Colleen 《Asia Pacific Education Review》2020,21(4):653-665

Asia Pacific Education Review - In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de...  相似文献   

The Take Action Program     

Kathleen Fitzpatrick 《International Journal of Disability, Development & Education》2016,63(3):399-400

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Spoken language development in oral preschool children with permanent childhood deafness     

Sarant JZ  Holt CM  Dowell RC  Rickards FW  Blamey PJ 《Journal of deaf studies and deaf education》2009,14(2):205-217

This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.  相似文献   

An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems     

John Fantuzzo  Jill Stoltzfus  Megan Noone Lutz  Helen Hamlet  Vijaykumar Balraj  Colleen Turner  Samuel Mosca 《Early childhood research quarterly》1999,14(4):465

The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed.  相似文献   

Maltreatment following reunification: Predictors of subsequent Child Protective Services contact after children return home     

Christian M. Connell  Jeffrey J. Vanderploeg  Karol H. Katz  Colleen Caron  Leon Saunders  Jacob Kraemer Tebes 《Child abuse & neglect》2009,33(4):218-228

ObjectivesThis study examined risk of maltreatment among children exiting foster care using a statewide sample of children reunified between 2001 and 2004 in Rhode Island. The objectives were: (1) to compare rates of maltreatment following parental reunification for youth in care as a result of maltreatment with those in care for other reasons; and (2) to assess the effects of child, family, and case characteristics on rates of re-maltreatment among children placed in foster care due to maltreatment.MethodA longitudinal dataset of all reunified cases was matched with state records of substantiated Child Protective Service (CPS) investigations. Two Cox proportional hazards models were tested. The first model compared rates of subsequent maltreatment for two groups: children in foster care as a result of maltreatment, and those in care for other reasons. The second model investigated the effects of child, family, and case characteristics on re-maltreatment rates for those in care as a result of maltreatment.ResultsChildren in foster care due to maltreatment were significantly more likely to be maltreated following reunification. Among children in foster care due to maltreatment, factors that raised risk for re-maltreatment included a previous foster care placement, exiting care from a non-relative foster home, and removal due to neglect. Older adolescents had lower rates of re-maltreatment than infants. Child neglect was the primary type of recurrent maltreatment that occurred following reunification.ConclusionsSupports are needed for families about to be reunified, particularly when the removal was prompted by incidents of abuse or neglect. Incidents of neglect are particularly likely and appropriate services should specifically target factors contributing to neglect. Cases involving youth with a history of repeated foster care placement or in which non-relative placements are utilized may need additional supports.Practice implicationsThis study suggests that services should be developed to minimize the risk for recurrent maltreatment following reunification. Services would be most useful for high-risk cases prior to reunification and during the first year following reunification. Understanding the risks associated with maltreatment will help guide development of appropriate interventions.  相似文献   

Exploring cultural differences in critical thinking: Is it about my thinking style or the language I speak?     

Vivian Miu-Chi Lun  Ronald Fischer  Colleen Ward 《Learning and individual differences》2010,20(6):604-616

Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education.  相似文献   

Inside Out: Action Research from the Teacher–Researcher Perspective     

Colleen Megowan-Romanowicz 《Journal of Science Teacher Education》2010,21(8):993-1011

Teachers enrolled in the master of natural science program for high school science teachers at a large research university must complete a year-long action research study. This account, by the program’s action research coordinator, describes both process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers, shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning, building confidence in their abilities and renewing their commitment to teaching as a vocation.  相似文献   

Commentary: Development of Perception-Action Systems and General Principles of Pattern Formation     

M. T. Turvey  Paula Fitzpatrick 《Child development》1993,64(4):1175-1190

Our commentary on this special issue devoted to Developmental Biodynamics: Brain, Body, and Behavior Connections is divided into 3 main sections. The first section is an overview of the individual contributions. 5 major themes are identified: (1) inappropriateness of computational treatments of development and the need for more biologically and physically relevant treatments; (2) significance of tailoring muscular to nonmuscular forces in developing movement coordination; (3) importance of spontaneous movements as exploratory and formative mechanisms; (4) influences of action capabilities on the development of perception capabilities, and vice versa; (5) applications of methods and techniques of nonlinear dynamics to developmental processes. In the second section, we provide a synopsis of current ways of thinking about prototypical developmental processes, namely, pattern formation and pattern differentiation, in various classes of physical and biological systems. It is suggested that efforts to understand the progressive formation and differentiation of patterns in terms of very general principles provide a valuable resource of concepts and methods for students of child development. In the third section, hypotheses about the development of perception-action systems are generated from juxtaposing the themes and conjectures of this special issue with general principles of pattern formation. The hypotheses suggest the possibility of a pattern formation or dynamics approach to child development as an alternative to the conventional approaches emphasizing maturation (nativist), specific learning experiences (empiricist), cognitive stages (Piagetian), and strategies of encoding and retrieval (information processing).  相似文献   

The Psychometric Characteristics of Choice Items     

Anne R. Fitzpatrick  Wendy M. Yen 《Journal of Educational Measurement》1995,32(3):243-259

This study investigated the psychometric characteristics of constructed-response (CR) items referring to choice and non-choice passages administered to students in Grades 3, 5, and 8. The items were scaled using item response theory (IRT) methodology. The results indicated no consistent differences in the difficulty and discrimination of the items referring to the two types of passages. On the average, students' scale scores on the choice and non-choice passages were comparable. Finally, the choice passages differed in terms of overall popularity and in their attractiveness to different gender and ethnic groups  相似文献