Technology User Groups and Early Childhood Education: A Preliminary Study     

Howard P. Parette  Jack J. Hourcade  Craig Blum  Emily H. Watts  Julia B. Stoner  Brian W. Wojcik  Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179

This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented.  相似文献   

Systemic Change for School Improvement     

Howard S. Adelman  Linda Taylor 《Journal of educational and psychological consultation》2013,23(1):55-77

Despite the nationwide emphasis on school improvement, the complexities of accomplishing desired systemic changes have been given short shrift in policy, research, training, and practice. This article focuses on the problem of expanding school improvement planning to better address how schools and districts intendto accomplish designated changes. Specifically, weframe and outline some basic considerations related to systemic change, and, to encourage a greater policy discussion of the complexities of implementing major school improvements on a large scale, we propose a set of policy actions.  相似文献   

A Thank You     

Howard Margolis 《Journal of educational and psychological consultation》2013,23(1):16-17

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A Cross-cultural Study of the Development of Artistic Talent,Creativity and Giftedness     

Susan M. Rostan  David Pariser  Howard E. Gruber 《High Ability Studies》2002,13(2):125-155

In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential.  相似文献   

Recognizing Conventionality: Reply to Shweder and Helwig et al     

Howard Gabennesch 《Child development》1990,61(6):2079-2084

Shweder and Helwig et al. attribute to my thesis a denial of objective moral law. This is a misinterpretation of the argument. On the other hand, the critics deny the implications of the social construction of reality, leading them to reject the concept of transparency. This commits them to the remarkable position that all social formations are equally transparent. Helwig et al. do not reconcile their perspective with the phenomenon of ethnocentrism. They imply that I ignore the consistent results of the majority of studies, when in fact my critique centers on the unwarranted theoretical generalizations drawn from these results. Helwig et al. also do not adequately explain the murky distinction between "marginal" and "conventional."  相似文献   

Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?     

Steven A. Yourstone  Howard S. Kraye  Gerald Albaum 《Decision Sciences Journal of Innovative Education》2008,6(1):75-88

A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores.  相似文献   

Changing Places     

Howard Green 《Cambridge Journal of Education》1994,24(2):165-173

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Some Aspects of Education in France Relevant to Current Concerns in the UK     

Howard Lewis 《比较教育学》1989,25(3):369-378

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Mental aerobics: The half-sheet response   总被引：1，自引：0，他引：1  

Richard L. Weaver II  Howard W. Cotrell 《Innovative Higher Education》1985,10(1):23-31

Mental aerobics is the process of stimulating the mind through wellplanned, specific, and direct exercise routines. The half-sheet response, one type of mental aerobics, has many uses. Also, it encourages inclusion, expression, understanding, thinking, feedback, insight, and comparison. It serves as a form of entertainment, a way to test, and a means for taking attendance. Weaknesses include the possibility that it will be viewed as a gimmick, used just for attendance, or used without feedback. With enough time to write, avoidance of overuse, and substantial planning, it can stimulate and motivate students, and it can form an important bond between instructor and students.  相似文献   

The battered-child syndrome     

C.Henry Kempe  Frederic N. Silverman  Brandt F. Steele  William Droegemueller  Henry K. Silver 《Child abuse & neglect》1985,9(2):143-154

The battered-child syndrome, a clinical condition in young children who have received serious physical abuse, is a frequent cause of permanent injury or death. The syndrome should be considered in any child exhibiting evidence of fracture of any bone, subdural hematoma, failure to thrive, soft tissue swellings or skin bruising, in any child who dies suddenly, or where the degree and type of injury is at variance with the history given regarding the occurrence of the trauma. Psychiatric factors are probably of prime importance in the pathogenesis of the disorder, but knowledge of these factors is limited. Physicians have a duty and responsibility to the child to require a full evaluation of the problem and to guarantee that no expected repetition of trauma will be permitted to occur.  相似文献