‘I’m more confident now,I was really quiet’: exploring the potential benefits of child-led research     

Anne Graham  Julia Truscott 《International journal of qualitative studies in education》2017,30(2):190-205

This article explores whether child-led research (CLR) benefits the well-being of the children and young people involved. The article draws upon evaluation data from a pilot CLR programme facilitated by a non-government organisation that supports disadvantaged children, young people and families. Nine participants (aged 10–14 years old) volunteered for the CLR programme, conducted over 18 weeks, which involved learning about and undertaking their own research on a topic of their choosing. The programme was externally evaluated both in terms of process and outcomes so as to gain insights into what is involved in CLR and any potential benefits it might offer for participants. The discussion explores a range of positive benefits for children whilst also signalling the challenges involved in planning, implementing and evaluating such initiatives, not least of which is the difficulty in scaling up this kind of research, given its resource-intensive nature.  相似文献   

Biting Behaviors Among Preschoolers: A Review of the Literature and Survey of Practitioners     

Julia T. Reguero de Atiles  Dolores A. Stegelin  Janie K. Long 《Early Childhood Education Journal》1997,25(2):101-105

Biting behavior occurs frequently among young children in child care settings. Research indicates several possible reasons for biting behavior including developmental as well as emotional issues. This study examines procedures that have been established to handle childhood biting by early childhood education child care facilities in a southeastern state of the United States. We were interested in whether these child care providers considered biting a normal developmental behavior or an abnormal, dysfunctional behavior. Additionally, how did their philosophy about childhood biting relate to their handling of biting incidents in their facilities?  相似文献   

The risk of delayed school entry in relation to migration background in different institutional settings     

Julia Tuppat  Birgit Becker  Matthias Lange 《Zeitschrift für Erziehungswissenschaft》2016,19(4):745-764

In Germany, children of immigrants are faced with delayed school entry about twice as often as children of native-born parents because they are more often diagnosed not being ready for school. We investigate these early educational inequalities, focusing on the interplay of individual competencies and the institutional context in terms of the school enrollment procedure. We compare the conventional procedure, where school enrollment is supposed to be bound on school readiness, with reformed procedures where school enrollment is not supposed to be bound on school readiness. Data of school entry examinations from Hesse, Germany from 2008–2012 are analyzed (N = 50,717). The results show that children of immigrants from all origin groups have a substantially higher risk of obtaining a recommendation for delayed school entry than children of native-born parents. However, these ethnic differences are strongly reduced in the reformed procedures as compared to the conventional school enrollment procedure, indicating that these procedures could be an effective measure to reduce ethnic educational inequalities at school start.  相似文献   

Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: how text matters     

Vadasy PF  Sanders EA  Peyton JA 《Journal of learning disabilities》2005,38(4):364-380

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.  相似文献   

Children's Beliefs about Long-Term Retention     

Julia T. O'Sullivan  Mark L. Howe  Tammy A. Marche 《Child development》1996,67(6):2989-3009

In 2 experiments, we examined pre-school, grade 1, and grade 3 children's metamemory about long-term retention. Specifically, we examined beliefs about the type of information most likely to be forgotten and beliefs about the impact of suggestions and retroactive interference on memory. Children made and explained paired-comparison judgments concerning the differential forgetting of peripheral versus central information, whether misinformation effects would arise from suggestions by others, and whether retroactive interference would arise from experiencing two similar events. The major findings were that ( a ) most children believed that events central to a story would be retained better than peripheral details; ( b ) in preschool and first grade, children believed that memory was invulnerable to suggestion (from a parent or a sibling), but in third grade, children believed suggestion could adversely affect memory; ( c ) most preschoolers believed that retroactive interference effects would not occur, whereas most first and third graders acknowledged that they would; ( d ) older children believed that both suggestibility and interference were less likely given a retention interval of several months compared to 1 day; and ( e ) in explaining their beliefs, children assigned sensory-behavioral factors a major causal role in determining what would be remembered over the long term. These results are discussed in terms of the development of beliefs about memory and the mind in general.  相似文献   

Are Insecure-Avoidant Infants with Extensive Day-Care Experience Less Stressed by and More Independent in the Strange Situation?   总被引：1，自引：0，他引：1  

Jay Belsky  Julia M. Braungart 《Child development》1991,62(3):567-571

In order to test the hypothesis that elevated ratings of avoidance and classifications of insecure-avoidant attachments of infants with extensive infant day-care histories may be the result of the fact that children with routine experiences of separation are less stressed by, and more independent in, the Strange Situation than more traditionally reared infants, 2 groups of 12-month-old infants with insecure-avoidant attachments were compared on 2 behavioral indices in each reunion-with-mother episode of the Strange Situation. 9 infants experienced less than 20 hours per week of nonparental care in their first year, and 11 infants experienced 20 or more hours of care. Contrary to propositions advanced by Clarke-Stewart, Thompson, and others, insecure-avoidant infants with extensive nonparental care experience whimpered, fussed, and cried more and engaged in object play less in each reunion episode than their insecure-avoidant counterparts with less nonparental care experience. These results are discussed in terms of the recent controversy surrounding infant day-care in the United States.  相似文献   

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores          下载免费PDF全文

Margaret D. Condrasky  Alexa Weeks McCay  Duncan Darby  Julia L. Sharp  Sarah F. Griffin 《Journal of Food Science Education》2018,17(2):66-71

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.  相似文献   

Science curricula for adaptive schools: A report from the workface     

Julia Atkin 《Research in Science Education》1984,14(1):223-229

Concluding comments An an ‘action research’ project, science curriculum development at St Columba's is ongoing as is the total school curriculum development. An outline of the development in science has been presented here to:invite comment from science educators in order to help define future directions in curriculum development; tostimulate further research in the area of curriculum development for a ‘Science for All’, and tostimulate debate about what school science, especially junior secondary science, should be.  相似文献   

Socialised subjectivity: exploring the ‘double reality’ of a doctorate of education (EdD) bulletin board     

Julia Gillen 《International Journal of Educational Research》2003,39(8):873

This paper approaches the theme of this special issue, the distinctive contribution of new technologies to collaborative thinking and learning, through an analysis of postings to an EdD bulletin board. Bourdieu's concept of habitus as socialised subjectivity is manifestly appropriate to the focus on professionality, the key theme of the course. A crucial element of the educationalists’ professional development is constituted by deliberation and dialogue, shaped in forms of a discourse associated with this community of practice. Analyses of data draw on Bourdieu's conception of the intrinsically double nature of the ‘reality’ accessible here; that in order to apprehend the ongoing construction of meanings within the bulletin board postings, we should also endeavour to attend to the ‘objective structures (spaces of positions)’ among the participants. The evidence suggests that greater success is demonstrated among learners and tutors in appropriating/demonstrating/developing their professional habitus in exchanges where symmetries in discourses are achieved, or, perhaps more accurately, asymmetries in either or both aspects of Bourdieu's ‘double nature’ of reality, are managed or avoided.  相似文献   

Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers   总被引：1，自引：0，他引：1  

Clyde C. Robinson  Jean M. Larsen  Julia H. Haupt 《Early education and development》1995,6(3):241-252

This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed.  相似文献