Coaching Teachers to Improve Students’ School Readiness Skills: Indirect Effects of Teacher–Student Interaction     

Robert C. Pianta  Daniel Lipscomb  Erik Ruzek 《Child development》2021,92(6):2509-2528

This study examined indirect associations of MyTeachingPartner coaching with pre-K students’ (N = 1,570; 73% low income) school readiness, via improvements of teachers’ (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008–2009 and 2009–2010 in 10 urban sites across the eastern United States. The number of completed coaching cycles was examined as a predictor of teacher–student interactions, as were direct or indirect associations with students’ literacy, receptive language, and working memory skills. Significant findings indicated that teachers engaged in more feedback cycles showed greater improvements in instructional interactions, in turn predicting greater increases in students’ early literacy and working memory. Results confirm the theory of change for coaching and an ecological-developmental conceptualization of school readiness.  相似文献   

Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood—A Randomized Clinical Trial     

Laerke Sass  Elín Bjarnadóttir  Jakob Stokholm  Bo Chawes  Rebecca K. Vinding  Anna-Rosa C. Mora-Jensen  Jonathan Thorsen  Sarah Noergaard  Bjørn H. Ebdrup  Jens R.M. Jepsen  Birgitte Fagerlund  Klaus Bønnelykke  Lotte Lauritzen  Hans Bisgaard 《Child development》2021,92(4):1624-1635

A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC₂₀₁₀ mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems.  相似文献   

Giving the invisible hand a helping hand: How ‘Grants Offices’ work to nourish neoliberal researchers     

Kristina S. Beime  Hans Englund  Jonas Gerdin 《British Educational Research Journal》2021,47(1):1-22

Neoliberalism has become a highly dominating and taken-for-granted way of organising the university sector around the world. In the critical educational literature, this market-based rationality has been scrutinised in detail over the past decades. However, rather scant attention has been directed to how university managers and administrators, apart from setting up quasi-markets, may intervene more directly to give the invisible hand of the market a helping hand. Aiming to address this lacuna, the purpose of the current article is to develop an empirically grounded taxonomy of different types of such interventions, and to theorise them in terms of the different facets of the neoliberal milieu that they reproduce and the various forms of subjectivising work among academics that they seek to engender. We do so by means of a qualitative study of so-called ‘Grants Offices’ at three Swedish universities. The findings arguably add to and problematise our understanding of how neoliberal markets work in academia in three different ways. First, while extant research has noted that university managers and administrators may intervene beyond the setting up of neoliberal markets per se, our study is to our knowledge the first one that identifies and systematises a broad array of such interventions. Second, it problematises the view of neoliberal markets as a form of monolithic entity that produces a uniform competitive pressure on academics. Third, and related, it furthers our understanding of the type of subjectivity that competitive milieus are assumed to bring about.  相似文献   

Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis     

Knain  Erik  Fredlund  Tobias  Furberg  Anniken 《Research in Science Education》2021,51(1):93-111

Research in Science Education - The meaning-making practices of science are multimodal and include representational forms such as spoken and written language, diagrams, graphs, equations, and...  相似文献   

Primary Physical Science for Student Teachers at Kindergarten and Primary School Levels: Part II—Implementation and Evaluation of a Course     

Corni  Federico  Fuchs  Hans U. 《Interchange》2021,52(2):203-236

Interchange - This is the second of two papers on a novel physical science course for student teachers that develops and uses an imaginative approach to Primary Physical Science Education....  相似文献   

数学与自然之书数学面对实在的可应用性问题     

波塞尔 《科学文化评论》2004,1(2):25-37

当今时代，人类差不多生活在数字的漩涡里。数学在时空实在中的可应用性问题，本质上是一个知识论的问题，文章分四个步骤对该问题进行了剖析：先是讨论亚里士多德的数学作为一种抽象的观点，随之讨论柏拉图的数学理念论，继之讨论康德的构造主义纲领，最后讨论维特根斯坦的规则理论。文中作者试图将康德与维特根斯坦的观点结合起来，以发展出一种“规则主义”，从而突破构造主义的限制，为古典数学留块地盘。在文章的最后，作者还指出了数学化的限度。  相似文献   

Do University policies make a difference?     

David B. Audretsch  Erik E. Lehmann 《Research Policy》2005,34(3):343-347

The purpose of this paper is to examine whether the technical universities have been more successful in facilitating the spillover and commercialization of knowledge. We compare the impact of technical and general universities on the performance of knowledge-based firms. Based on a unique data set consisting of publicly held high technology firms, the empirical evidence suggests that, in fact, firm performance is not influenced by the type of university. Technical universities do not have a differential impact on firm performance from more general universities.  相似文献   

No Difference in the Neural Underpinnings of Number and Letter Copying in Children: Bayesian Analysis of Functional Near‐Infrared Spectroscopy Data     

Mojtaba Soltanlou  Andra Coldea  Christina Artemenko  Ann‐Christine Ehlis  Andreas J. Fallgatter  Hans‐Christoph Nuerk  Thomas Dresler 《Mind, Brain, and Education》2019,13(4):313-325

It is under debate whether the neural representation of numbers and letters might rely on distinct neural correlates, or on a mostly shared neural network. In the present study, a total of 47 children in fifth grade (Experiment 1) and sixth grade (Experiment 2) simply copied numbers and letters on a touch screen while brain activation changes were recorded by means of functional near‐infrared spectroscopy (fNIRS). fNIRS data of both experiments and a joint analysis revealed that a shared neural network, particularly in the left hemisphere, was activated in response to both number and letter copying. Interestingly, no difference was observed in brain activation patterns between these two stimuli, as revealed by Bayesian analysis. Our findings indicate that both number and letter copying lead to similar brain activation in children. We further suggest methodological and applied applications of these findings in the frame of educational neuroscience.  相似文献   

Science Teachers’ Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy     

Mihye Won  Heiko Krabbe  Siv Ling Ley  David F. Treagust  Hans E. Fischer 《Educational Assessment》2017,22(2):95-110

In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students’ concept maps using an itemized holistic marking guide. Their marking was compared with the researchers’ marking and the scores of a multiple-choice diagnostic test. Statistical analysis revealed that teachers evaluated students’ concept maps consistently, but the concept map scores were only mildly correlated with the multiple-choice test scores. We explored what each assessment method revealed in terms of students’ understanding with one student’s performance as a showcase. Teachers’ views on using the marking guide of concept maps as an assessment tool were also included. We discuss the value of the concept map marking guide as a formative assessment tool for science teachers to create and modify in order to encourage students’ conceptual learning.  相似文献   

Student attitudes toward nuclear power plants: A classroom experiment in the field of environmental psychology     

Hans Spada  Lore Hoffmann  Hille Lucht-Wraage 《Studies in Educational Evaluation》1977,3(2):109-128

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