Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools     

Danielle D. Wadsworth  Leah E. Robinson  Karen Beckham  Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.  相似文献   

The effect of metacomprehension judgment task on comprehension monitoring and metacognitive accuracy     

Yasuhiro Ozuru  Christopher A. Kurby  Danielle S. McNamara 《Metacognition and Learning》2012,7(2):113-131

The authors investigated differences in the processes underlying two types of metacomprehension judgments: judgments of difficulty and predictions of performance (JOD vs. POP). An experiment was conducted to assess whether these two types of judgments aligned with different types of processing cues, and whether their accuracy correlated with different factors such as sensitivity to processing ease and reading ability. Participants (n?=?72) read an extended text about brain structure and after each sentence made either a JOD or POP. Results suggested that JODs and POPs were made based on different sets of cues because different factors correlated with the accuracy of metacomprehension judgments. JOD accuracy correlated with sensitivity to processing ease and POP accuracy most strongly correlated with reading ability. Engaging in different metacomprehension judgments during reading may alter the information sources to which a reader attends and which factors influence metacognitive accuracy.  相似文献   

Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond     

Christopher H. Skinner  Danielle N. Pappas  Kai A. Davis 《Psychology in the schools》2005,42(4):389-403

Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can't do problems are provided. Won't do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 389–403, 2005.  相似文献   

Teacher assessment literacy: a review of international standards and measures     

Christopher DeLuca  Danielle LaPointe-McEwan  Ulemu Luhanga 《Educational Assessment, Evaluation and Accountability》2016,28(3):251-272

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.  相似文献   

Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models     

Mikyung Kim Wolf  Danielle Guzman-Orth  Alexis Lopez  Katherine Castellano  Igor Himelfarb  Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175

This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments.  相似文献   

Similar but different: differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension          下载免费PDF全文

Danielle Colenbrander  Lyndsey Nickels  Saskia Kohnen 《Journal of Research in Reading》2017,40(4):403-419

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White Paper: A Multidimensional Understanding of Effective University and College Counseling Center Organizational Structures     

Sharon L. Mitchell  Danielle R. Oakley  John H. Dunkle 《Journal of College Student Psychotherapy》2019,33(2):89-106

Established in 1950, the Association for University and College Counseling Center Directors (AUCCCD) is an international organization comprising universities and colleges (https://www.aucccd.org). AUCCCD members are the higher education leaders for student mental health. Our members represent a wide range of professional disciplines, public and private institutions, and a range of institutional student enrollment sizes. This white paper: (a) provides a historical background on counseling and mental health services on college campuses; (b) argues that, based on current research, there is no single organizational structure that is optimal; (c) makes recommendations about factors to consider when making decisions about the counseling center that are based on specific campus needs and resources rather than a preferred organizational structure; and (d) advocates for a collaborative care model regardless of organizational structure.  相似文献   

Spiral Model of Phronesis Development: Social-emotional and character development in low-resourced urban schools     

Danielle R. Hatchimonji  Arielle C. V. Linsky  Samuel J. Nayman  Maurice J. Elias 《Journal of moral education》2020,49(1):129-142

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Evaluation of an innovative hands‐on anatomy‐centered ultrasound curriculum to supplement graduate gross anatomy education          下载免费PDF全文

Danielle F. Royer  Ross Kessler  Jeffrey R. Stowell 《Anatomical sciences education》2017,10(4):348-362

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non‐medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non‐medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy‐centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre‐ and post‐course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post‐course, students reported significantly higher (P < 0.001) mean confidence ratings in five US skills (pre‐course versus post‐course mean): obtaining scans (3.13 ±1.04 versus 4.03 ±0.78), optimizing images (2.78 ±1.07 versus 3.75 ±0.92), recognizing artifacts (2.94 ±0.95 versus 3.97 ±0.69), distinguishing tissue types (2.88 ±0.98 versus 4.09 ±0.69), and identifying structures (2.97 ±0.86 versus 4.03 ±0.59), demonstrating the success of the ACUS curriculum in students with limited prior experience. Views on the value of US to anatomy education and to students' future careers remained positive after the course. End‐of‐semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy‐centered ultrasound curriculum significantly increased confidence with and knowledge of US among non‐medical anatomy students with limited prior training. Non‐medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348–362. © 2016 American Association of Anatomists.  相似文献   

Articulation and Transfer for Career and Technical Students: Best Practices for Dealing with Real and Perceived Barriers to Baccalaureate Degree Attainment for Applied Science Students     

Mark Fincher  Chris Kelly  Miranda Harrison  Zachary Harrison  Danielle Hopson  Selah Weems 《Community College Journal of Research & Practice》2013,37(8):531-535

ABSTRACT

Community colleges produce large numbers of high quality graduates from career and technical programs. These programs are often of high academic rigor and quality. However, most universities view these Applied Associates of Science (AAS) as being terminal associate's degrees that are not appropriate for transfer. Regional accrediting standards are often cited as the reason for this differentiation. The reality is that institutional policies often simply dismiss AAS courses by their prefix to simplify the process. This study and presentation will explore the reality of what is allowed by accrediting bodies in transferring AAS courses and best practices for facilitating the maximum allowable course transfer.  相似文献